Dissertation/Thesis Abstract

Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs
by Csepelyi, Tunde, Ph.D., University of Nevada, Reno, 2012, 166; 3511777
Abstract (Summary)

This phenomenological study examined the transition of a group of adult English language learners from an Adult Basic Education program to a community college. The purpose of the study was to gain a deeper understanding of the driving forces of Adult Basic Education English language learners who had successfully transitioned from a non-credit Adult Basic Education program to community college degree programs. The study was guided by an overall question: What is the experience like for ABE ESL students who transition to community college degree programs? Two sub-questions helped build the evidence of the study: (a) How do ABE ESL transfer students perceive differences and similarities in academic cultures between an ABE ESL program and a community college? and (b) What do ABE-ESL transfer students say about what kinds of support and which services contributed to their successful transition? The data collection for this study included focus group and in-depth individual interviews. The result of this study suggested that Adult Basic Education English language learners' transition to community college degree programs were more successful when the students felt a sense of caring through supporting services.

Indexing (document details)
Advisor: Ferrara, Margaret
Commitee: Barone, Diane, O'Reilly, Kim, Oikonomidoy, Eleni, Robinson, Michael
School: University of Nevada, Reno
Department: Curriculum and Instruction
School Location: United States -- Nevada
Source: DAI-A 73/10(E), Dissertation Abstracts International
Subjects: Community college education, English as a Second Language, Adult education
Keywords: Adult English learners, Adult basic education, Ethic of care, Transitions
Publication Number: 3511777
ISBN: 9781267399281
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