Promoting Learning in the Early Years

Brock, Avril; Power, Maggie

doi:10.4135/9781446213469.n3

Cited by 7 publications

(8 citation statements)

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“…Previous approaches to meeting the educational needs of adults with limited education and skills have a poor track record and do not take account of their diversity (Comings et al, 2001). For example, currently, adults are forced to choose between basic literacy programs and job skills programs, even though a large majority of adults from across these diverse groups need both basic academic skills and job skills (Brock & LeBlanc, 2005). Emphasis is needed on developing basic academic skills in the context of occupational preparation so these adults can acquire the skills they need to more fully participate in U.S. culture and employment.…”

Section: Implications Of the Model For Future Hrd Research And Practicementioning

confidence: 99%

Integrative Review of the Literature on Adults With Limited Education and Skills and the Implications for Human Resource Development

Hamilton

Torraco

2013

Human Resource Development Review

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Adults with limited education and skills-those who lack the education and skills needed for full participation in U.S. culture and economy-are increasing in numbers. However, the knowledge base addressing this population and their educational needs is fragmented across the literature of several disciplines. A comprehensive review and critique of the literature on adults with limited education and skills have not been done. This study fills this void by reviewing literature from five streams of research that address this population and synthesizing it into a framework that offers an integrated perspective on the topic. Implications for human resource development and an agenda for further research are discussed.

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Section: Implications Of the Model For Future Hrd Research And Practicementioning

confidence: 99%

Integrative Review of the Literature on Adults With Limited Education and Skills and the Implications for Human Resource Development

Hamilton

Torraco

2013

Human Resource Development Review

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“…There are several promising approaches to increasing the social capital of community college students by enhancing their relationships with peers and experts (as described by Brock & Leblanc, 2005, and Stephan, in press). However, as the role of community colleges as a gateway to economic opportunity continues to expand, it is clear that colleges will need to improve the transparency of degree completion.…”

Section: Literature Reviewmentioning

confidence: 99%

The Community College Website as Virtual Advisor

Margolin

Miller

Rosenbaum

2013

Community College Review

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This study explored whether community college websites are a useful medium for providing knowledge relevant to degree completion. Ten community students used one of three community college websites to answer 10 questions about occupational degree programs. A facilitator asked participants to think aloud while using the website to answer these questions; their responses were video-recorded and coded in terms of correctness of answers and types of usability problems encountered. The findings suggest that participants frequently encountered problems with finding and understanding information needed to understand degree selection and completion. The content analysis of these problems yields several suggestions for improving the usability of community college websites for answering common questions about degree completion.

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“…Sociocultural reproduction theory was evident when one participant shared interest in following her mother’s career footsteps. Data regarding family aligned with the literature wherein family ties, obligations, and familismo are important (Brock & LeBlanc, 2005; Desmond & Lopez Turley, 2009; Phinney et al, 2005; Risco & Duffy, 2011; Taylor et al, 2015).…”

Section: Discussionmentioning

confidence: 57%

“…One participant wished to follow in her mother’s footsteps, identifying her as a role model in the area of FS. Family affected motivation to study at the EC, study FS, and complete studies, indicating that family ties, obligations, and familismo were important as noted in the literature (Brock & LeBlanc, 2005; Desmond & Lopez Turley, 2009; Phinney et al, 2005; Risco & Duffy, 2011; Taylor et al, 2015). Moreover, focus group data yielded 63 instances of familial-themed codes and resulted in the theme most commonly stated of all three themes.…”

Section: Resultsmentioning

confidence: 89%

“…There is some research pointing to both family and self as significant for education and career motivation (Phinney, Dennis, & Guitierrez, 2005; Risco & Duffy, 2011). Brock and LeBlanc (2005) argued that family ties/obligation are a factor for individuals staying in college, and family relationships evolved as a major theme in studying students’ ability to complete college (Matus-Grossman, Gooden, Wavelet, Diaz, & Seupersad, 2002). Although a transition from the family to college can be a challenge for some, college and family support can assist with making this change.…”

Section: Review Of Literaturementioning

confidence: 99%

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Motivating Factors for Latinas Earning a Family Studies Baccalaureate Degree at a University Extended Campus

Marron

Luna

2018

Journal of Hispanic Higher Education

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The researchers studied motivating factors of Latinas studying at a university extended campus. Using mixed-methods, the following research question was investigated: What cultural, familial, and financial factors motivate Latinas to pursue a bachelor's degree at a rural border extended campus? Study participants were Latina family studies students attending an extended campus of a university within a southwestern rural border community. Findings yielded familial factors to have the greatest impact on motivations, followed by financial factors. Resumen Los investigadores estudiaron factores motivacionales de estudiantes Latinas en una extensión del campus universitario. Usando métodos mixtos la pregunta siguiente se investigó: ¿Qué factores culturales, familiares y financieros motivan latinas en una frontera rural de extensión universitaria a lograr un título universitario? Las participantes fueron estudiantes de estudios de familias latinas de una extensión del campus universitario en una comunidad fronteriza rural del suroeste. Hallazgos indicaron factores familiares tienen el impacto mayor en las motivaciones, seguidos por factores financieros.

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Promoting Learning in the Early Years

Cited by 7 publications

References 0 publications

Integrative Review of the Literature on Adults With Limited Education and Skills and the Implications for Human Resource Development

Integrative Review of the Literature on Adults With Limited Education and Skills and the Implications for Human Resource Development

The Community College Website as Virtual Advisor

Motivating Factors for Latinas Earning a Family Studies Baccalaureate Degree at a University Extended Campus

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