Goals and Self-efficacy in Persistence
Step 2: Reflect on this research and your practice
Youth
As you read the following articles, reflect on these questions:
- What did the author in each article do to increase student persistence?
- What impact did this strategy have on persistence? What are some possible reasons for this impact?
- Have you tried a similar strategy? What impact did it have on persistence?
"A Comprehensive Professional Development Process Produces Radical Results." Betsy Topper and Mary Beth Gordon, Focus on Basics, Volume 7, Issue A, June 2004. (Opens new browser window. Close it to return.)
Summary:
This article documents the systematic professional development of teachers who learned how to implement the Youth Cultural Competence (YCC) model into General Educational Development (GED) classes that have large percentages of young adult learners. The authors note that by adopting the YCC model, programs achieved positive outcomes in retention and increased GED graduation rates.
"Implementation Isn't Easy." Janet Geary, Focus on Basics, Volume 7, Issue A, June 2004. (Opens new browser window. Close it to return.)
Summary:
The director of a GED program with a large percentage of students under 25 years of age describes her program's efforts to improve retention and the challenges encountered. Through group instruction, individual instruction, project-based learning, and a Youth Cultural Competence model, the author observes how the program evolved into a learning community with improved retention.
"Separate Yet Happy." Barbara Garner, Focus on Basics, Volume 7, Issue A, June 2004. Opens new browser window. Close it to return.)
Summary:
This account describes how a community-college-based GED program designed a separate class for learners 16–21 years of age. The class integrates activities based on Adult Multiple Intelligences theory with positive results.
"Sudan to South Dakota: Helping Youth Make the Transition." Lara Ann Frey and Yvonne Lerew, Focus on Basics, Volume 7, Issue A, June 2004. (Opens new browser window. Close it to return.)
The author describes how one program integrates immigrant learners of all ages into English classes. The program also offers an additional Young Adult Orientation class to meet the acculturation needs of their younger adult students, many of whom are refugees who fled the war-torn Sudan.