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 EAA15751; Thu, 25 May 2000 04:39:14 -0400 (EDT) Date: Thu, 25 May 2000 04:39:14 -0400 (EDT) Message-Id: <003f01bfc61a$db3e3640$246eaccf@default> 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: "Michele Neverdon" <neverdo@erols.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:249] Re: Spring is here? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.00.2919.6600 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1881 Lines: 53 Please take my name off your list. I unsubscribed several weeks ago. Thanks, neverdo@erols.com ----- Original Message ----- From: <FPeter5224@aol.com> To: "Multiple recipients of list" <nifl-fobasics@literacy.nifl.gov> Sent: Wednesday, May 24, 2000 10:02 PM Subject: [NIFL-FOBASICS:247] Re: Spring is here? > 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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