Creating a Continuing Education Pathway for Newly Arrived Immigrants and Refugee Communities

Tecle, Aster S.; Ha, An Thi; Hunter, Rosemarie

doi:10.1080/08841233.2016.1211463

Cited by 3 publications

(1 citation statement)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These data support the necessity for education programs that attend to a variety of skill levels. However, extant literature has suggested that current adult education services targeting immigrants may be unsuitable for some given the array of skill levels (Batalova & Fix, 2015; Tecle, Ha, & Hunter, 2017). Perhaps, there are discrete groups of adult immigrants who present with a range of untapped skill potential and require tailored education.…”

mentioning

confidence: 99%

Using Profiles of Human and Social Capital to Understand Adult Immigrants’ Education Needs: A Latent Class Approach

Gray

2018

Adult Education Quarterly

View full text Add to dashboard Cite

With the U.S. adult education system providing education services to millions of immigrants annually, understanding the unique skills and assets among adult immigrant learners is important. Using data from the U.S. Program for the International Assessment of Adult Competencies, this study used data on immigrants ( n = 1,873) to identify latent classes along dimensions of human and social capital. Latent class analysis indicated five discrete profiles: High Opportunity, Upskill Ready, Satisfactorily Skilled, Motivated and Engaged, and Highly Skilled. The results provide support for using customized education approaches to capitalize on the collection of assets adult learners have while concurrently increasing education service providers’ capacity to serve.

show abstract

mentioning

confidence: 99%

Using Profiles of Human and Social Capital to Understand Adult Immigrants’ Education Needs: A Latent Class Approach

Gray

2018

Adult Education Quarterly

View full text Add to dashboard Cite

show abstract

Global Learning Communities: Bridging Borders and Building Capacity of Communities on the Margins

Topuzova¹,

Tecle²,

Ha³

et al. 2020

Innovations in Higher Education Teaching and Learning

View full text Add to dashboard Cite

Readability, suitability, and writing for clients with limited literacy skills

Ames

2018

Journal of Social Work

View full text Add to dashboard Cite

Summary This study evaluated 56 documents developed by 11 nonprofit and public social service agencies to provide information to clients. The author used the Flesch Reading Ease, Simple Measure of Goobledegook (SMOG), and Gunning Fog Index formulas to assess reading grade levels and the Suitability Assessment of Material to evaluate overall suitability for readers with limited literacy skills. Findings All documents but one were above the recommended fifth grade level for low-literacy materials. Suitability Assessment of Material scores indicated 44.6% ( n = 26) were not appropriately formatted for readers with limited literacy skills. Applications Findings suggest a need for improving social service agencies’ and practitioners’ knowledge and awareness of the importance of assessing the readability and suitability of print materials, especially those intended for clients.

show abstract

Creating a Continuing Education Pathway for Newly Arrived Immigrants and Refugee Communities

Cited by 3 publications

References 17 publications

Using Profiles of Human and Social Capital to Understand Adult Immigrants’ Education Needs: A Latent Class Approach

Using Profiles of Human and Social Capital to Understand Adult Immigrants’ Education Needs: A Latent Class Approach

Global Learning Communities: Bridging Borders and Building Capacity of Communities on the Margins

Readability, suitability, and writing for clients with limited literacy skills

Contact Info

Product

Resources

About