Student persistence in adult literacy and numeracy programs

Tracking Adult Literacy and Numeracy Skills: Findings from Longitudinal Research

Volumn , Issue , 2008, Pages 160-176

  Comings, John P ^a  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84908976849     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203888889     Document Type: Chapter

References (23)

1. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
2. Beder, H. (1991). Adult literacy: Issues for policy and practice. Malabar, FL: Krieger.
3. Belzer, A. (1998). Stopping out, not dropping out. Focus on Basics, 2:A, 15-17.
4. Comings, J., Cuban, S., Bos, J., et al. (2001). I did it for myself. New York: MDRC.
5. Comings, J., Cuban, S., Bos, J., et al. (2003) As long as it takes: Responding to the challenges of adult student persistence in library literacy programs. New York: MDRC.
6. Comings, J., Parella, A., & Soricone, L. (1999). Persistence among adult basic education students in pre-GED classes. NCSALL Reports #12. Cambridge, MA: NCSALL.
7. Comings, J., Sum, A., & Uvin, J. (2000). New skills for a new economy: Adult education's key role in sustaining economic growth and expanding opportunity. Boston: Massachusetts Institute for a New Commonwealth.
8. Cuban, S. (2003). "So lucky to be like that, someone care": Two case studies of women learners and their persistence in Hasai'i literacy program. Adult Basic Education, 13(1), 19-43.
9. Darkenwald, G. (1986). Adult literacy education: A review of the research and priorities for future inquiry. New York: Literacy Assistance Center.
10. Flannery, D. (Ed.). (1993). Applying cognitive learning theory to adult learning.San Francisco: Jossey-Bass.
11. Gilbert, D., Fisk, S., & Lindzey, G. (1998). Handbook of social psychology, Volume I (4th ed.). Oxford, UK: Oxford University Press.
12. Lewin, K. (1999). The complete social scientist: A Kurt Lewin reader (Martin Gold, ed.). Washington, DC: American Psychological Association.
13. Meder, P. (2000). The effect of continuous goal setting on persistence in math classrooms. Focus on Basics, 4(A), 7-10.
14. Porter, K., Cuban, S., & Comings, J. (2005). One day I will make it. New York: MDRC.
15. Quigley, B. (1997). Rethinking literacy education: The critical need for practicebased change. San Francisco: Jossey-Bass.
16. Quigley, B. (2000). Retaining adult learners in the first three critical weeks: A quasi-experimental model for use in ABE programs. Adult Basic Education, 10(2), 55-69.
17. Reder, S. (2000). Adult literacy and postsecondary education students: Overlapping populations and learning trajectories. In J. Comings, B. Garner& C. Smith, C., The annual review of adult learning and literacy, Vol. 1. San Francisco: Jossey-Bass.
18. Rose, S., & Wright, M. (2005). Using state administrative records for analyses of student attendance, student achievement, and economic outcomes: A threestate pilot study. Washington, DC: U.S. Department of Education.
19. Sticht, T. (1982). Evaluation of the reading potential concept for marginally illiterate adults. Alexandria, VA: Human Resources Research Organization.
20. Tracy-Mumford, F. (1994). Student retention: Creating student success (NAEPDC Monograph No. 2). Washington, DC: NAEPDC.
21. Wikelund, K., Reder, S., & Hart-Landsberg, S. (1992). Expanding theories of adult literacy participation: A literature review (NCAL Technical Report TR 92-1). Philadelphia: National Center on Adult Literacy, University of Pennsylvania.
22. Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971). A manual for the Embedded Figures Tests. Palo Alto, CA: Consulting Psychologists Press.
23. Young, M., Fleischman, H., Fitzgerald, N., & Morgan, M. (1994a). National evaluation of adult education programs: Patterns and predictors of client attendance. Arlington, VA: Development Associates.