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Goals and Self-efficacy in Persistence

Step 2: Reflect on this research and your practice

Program Administration


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

"Build Motivation by Building Learner Participation" Barbara Garner, Focus on Basics, Volume 2, Issue A, March 1998. (Opens new browser window. Close it to return.)
This article describes the many ways in which student participation is promoted in one ABE program. Students have leadership opportunities, including making classroom and administrative decisions (such as identifying courses that should be offered and students to teach these classes), engage in peer tutoring, participate in a student council, produce a program newsletter, and discuss issues (while sharing facilitation duties) at all-school meetings. Students and practitioners in the program assert that this model has a positive effect on learner motivation and persistence.

"Getting into Groups." Michael Pritza, Focus on Basics, Volume 2, Issue A, March 1998. (Opens new browser window. Close it to return.)
Summary:
The author describes how a shift from individualized instruction to organized classes and small-group discussions increased student retention and participation in his program. Although many factors that influence retention and motivation cannot be controlled, Pritza suggests that programs focus on those issues that can be addressed and advises that programs must be willing to try new approaches to address the specific needs of the student group.

"Power, Literacy, and Motivation." Greg Hart, Focus on Basics, Volume 2, Issue A, March 1998. (Opens new browser window. Close it to return.)
Summary:
The author argues that linking literacy education with civic participation transforms the motivation of educators and learners. Hart describes his program's efforts to achieve this goal.

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

Updated 7/27/07 :: Copyright © 2005 NCSALL