NCSALL

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Goals and Self-efficacy in Persistence

Step 2: Reflect on this research and your practice

ABE/ASE


book As you read the following articles, reflect on these questions:

"The Effects of Continuing Goal-setting on Persistence in a Math Classroom."
Pamela Meader, Focus on Basics, Volume 4, Issue A, March 2000. (Opens new browser window. Close it to return.)
Summary:
Through practitioner research the author considered the effect of continual goal-setting on learner persistence in a math class. Study results revealed that students are able to identify their specific goals and some psychological and academic barriers to reaching those goals. Meader finds that goal-setting is important for some students and determines that, to be effective, goal-setting must be continual.

"Look Before You Leap: Helping Perspective Learners Make Informed Educational Choices."Marti Giese, Focus on Basics, Volume 4, Issue A, March 2000. (Opens new browser window. Close it to return.)
Summary:
The author argues that students need to be more active in making decisions as to which high-school-completion option (GED, Adult Diploma, External Diploma) is best suited to their needs and goals. The article describes how, by working together in small groups to gather information and make comparisons about their options, adult learners become motivated to take responsibility for their learning. Giese determines that the sense of community that develops during this orientation process contributes to learner motivation and retention.

"Reflections on the Women, Violence, and Adult Education Project." Elizabeth Morrish, Focus on Basics, Volume 5, Issue C, February 2002. (Opens new browser window. Close it to return.)
Summary:
The author describes the Women, Violence, and Adult Education Project, a program designed to help practitioners explore issues of violence in society and to incorporate their understanding of the effects of violence on learning into their teaching. In this project, personal experiences with violence were not necessarily disclosed nor directly addressed in the curriculum; however, participation and attendance improved as students gained confidence by assuming leadership roles in their programs.

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1. Read the research ::: 2. Reflect on this research ::: 3. Focus on your practice