<p> The purpose of this qualitative study was to explore pre-service school counselor&rsquo;s perception of identity development. The main research question of this study was, how is professional identity development described by pre-service school counselors? Three sub-questions were posed as well. What are internal factors described by pre-service school counselor that influence their professional identity development? What are external factors described by pre-service school counselors that influence their professional identity development? What are other factors described by pre-service school counselors that influence their professional identity development?</p><p> Seven pre-service school counselors from two campuses of one private, accredited university participated in this research. The pre-service school counselor participants were given a demographic survey and interviewed. In this study, the interviews followed a protocol and lasted between thirty-five to forty-five minutes. During this time, the participants shared their perceptions of pre-service school counselor professional identity development. The interviews were transcribed and analyzed using a basic, interpretive qualitative method. </p><p> Documentation in the form of four syllabi were collected across the two campuses of the university of study. Three of the four syllabi were the same. Given the small sample the two differing syllabi were compared. They differed on all factors except one, the use of experience to inform becoming a professional school counselor. This theme matched several of the interview findings. </p><p> Eighteen themes comprised the results of the interview research. Each was supported with rich data from the interviews. Four major findings emerged from the eighteen themes. The recommendations for school counselor preparation programs emerged from the four major findings. They were, the incorporation of processing experiences during class time, including coursework specifically related to school counseling; Practicum and Internship are solely school counselor focused; and instilling clear mission of the role of the school counselor into the school counseling preparation program. Areas for future research; such as replicating this study at a non-accredited institution, utilizing a longitudinal study, and exploring perceptions of professional identity development from other perspectives involved in school counselor preparation; are presented in this study.</p>

Diss. Umeå : Umeå universitet, 2007.

Thesis (PH.D.) -- Syracuse University, 2007. / "Publication number AAT 3266322"

Recognizing literacy as a key to community development, government, non-government and international organizations in Nepal are offering literacy classes as a strategy for community development. Consequently, a great number of neo-literates are emerging every day. However, rural areas of Nepal are not meeting the challenge of neo-literates, as there is still a lack of literate environment. Therefore, literacy professionals in government or non-government organizations are pondering the question of "After literacy what?" and how to sustain people's enthusiasm and skills of literacy so that their energy and skill can be channeled in community development. Video technology has pervaded even the rural areas of developing countries like Nepal. However, community members are still media consumers rather than producers. Media technology, like video, can be an effective tool for consciousness raising when used in a participatory approach and developed locally, involving community people. Therefore, the present study is to develop a model for participatory community video as a post-literacy activity in Nepal. Four major steps have been taken in the study. First, a literature review is done to explore what other developing countries are doing for post-literacy and how much media technology has been integrated in literacy as well as in rural community development. Second, interviews were done with seven Nepal experts to explore their opinions on using video in rural Nepal as a tool for consciousness raising. Third, based on these interviews a model for participatory community video was developed. Fourth, this model was field tested in one of the rural communities in Nepal. The field test showed that use of video is an effective tool for adults to raise consciousness and develop leadership quality in neo-literates. This study is significant for Nepal because it brings into sharp focus the existence of multiculturalism in the country and efforts to develop indigenous knowledge without local cultural values being wiped out. It provides ambitious neo-literates the opportunity to be creative and to work for their own community rather than migrating to urban areas. Communities will produce their own leaders to cope with globalization through media.

A blend of quantitative and qualitative field-based research, this participatory study explores the state of Adult Basic Education mathematics, identifying and examining factors that influence math instruction in ABE classrooms across Massachusetts. Referencing literature on current reform movements in formal mathematics education and literature on adult learning theory and research, patterns in the existing ABE mathematics instructional context that might support or oppose future reform are identified. To create an accurate and detailed picture of the adult basic education learning environment this study explores five key aspects of the mathematics instructional context: the program context, the instructional environment, the ABE math instructor, the adult learner, and the content, curriculum and support materials used in math instruction. Practitioners within Massachusetts and across the United States contributed to the design of the study and analysis of the data. Information was gathered in two phases. The first involved a survey of the programs and instructors involved in math instruction. In the second, a representative case sample of 15 programs was selected and interviews were conducted with 17 individual instructors and 13 focus groups of learners (49). In addition, classes were observed and materials were collected from each program. Selected themes that emerge include: (1) the general lack of support for math instruction in ABE programs; (2) the need for flexible staff development and curriculum support options to accommodate the diversity existing in the ABE math community; (3) instructor and learner initial anxiety concerning math (and its effect on learning/instruction); (4) learners increased self-confidence is triggered by mastering math activities; (5) the perceived effectiveness of reality-based, hands-on, and collaborative activities in learning math; (6) the prevalence of multi-level math classes poses serious challenges for instructors; (7) the discrepancy between use (high) and perceived usefulness (low) of standardized assessment tools; (8) information gathered from those within the learning environment proves to be most accurate; (9) given information, opportunity, and support, ABE math instructors gravitate towards change; (10) recommendations for instruction emerging from adult learning theory support reform and existing structures. The study concludes by providing recommendations for reform efforts, staff development and training, and development of math curricula, materials and approaches to assessment.

In the present context of increasing unemployment and budgetary constraints, providing targeted assistance and quality adult education is of paramount importance. Survey data collected over the years indicate the pressing need for quality adult education programs in the District of Columbia. According to the National Adult Literacy Survey of 1996 and the 1999 Statistical Report from the D.C. Department of Employment Services, the District of Columbia had the lowest literacy proficiency (61%) in the nation when compared to the 50 states of the United States. In a similar manner, the National Adult Literacy Survey of 1999 reported that over 50% of the District's public high school students had dropped out. For those students who stayed in school and graduated, many tested below high school reading levels. Also in terms of unemployment, the District of Columbia reported the highest unemployment rate (8.8%) in the nation (1999 Statistical Report, Department of Employment Services). Based on these complexities, concerns were raised among adult education practitioners concerning the capacity of existing adult education programs in the District to provide employment-focused adult education training. This dissertation focuses on the role of adult education program managers in order to strengthen programs and proposes that monitoring has the potential to serve as a management tool to identify management training needs. Monitoring can also ensure that these needs are met through the identification and provision of on-going technical assistance. The dissertation utilizes a case study approach to examine ways in which adult education program managers can build on strengths and address areas of weaknesses with the help of an effective monitoring strategy. Data was collected through structured and unstructured interviews, direct observations, site visits and an analysis of documents and reports in order to provide a full understanding of the potential of monitoring to improve management skills. In addition, theories of formative evaluation, decentralization and social capital were examined and relationships were established. The study found that monitoring has the potential to build local capacities by helping managers identify their areas of weakness and facilitating a process through which these managers identify appropriate types of technical assistance. The study also found that managers developed areas of strengths as a result of targeted monitoring. Changes in attitudes, perceptions and behaviors were observed during the monitoring process. Managers began to communicate with each other more and share information. The study concludes that monitoring has the potential to increase social networking among managers, which enhances management's performance. In the final chapter, the study describes the impact of communication and participation issues on the monitoring process and closes with a discussion of future trends and suggestions for further research.

The purpose of this study was to investigate concepts of experiential learning theory in Lesotho. Common practice in the Certificate Program in Adult Education reflected a gap between theory and practice in teaching and learning with too much reliance on the lecture method. This study's aims were (a) to find out how people in Lesotho understand experiential learning principles like experience, freedom, democracy, and equality; (b) to explore how people would support implementation of experiential learning approaches like collaborative learning, cooperative learning, service learning, role plays, drama, simulations, and credit for prior learning assessment; (c) to find out what would be the barriers and the possibilities in integrating or implementing experiential learning approaches. Qualitative research methods such as intensive interviews, class observation, focus group, and a literature review were used to collect data. Structured open-ended grand tour questions guided the interviews. The population in the study consisted of twenty-two participants: four administrators from the Institute of Extra Mural Studies, six lecturers who taught the Certificate Program, six students, and six employers. The analysis and interpretation followed a thematic approach. There were three findings. First, the concept of experiential learning as used by Dewey and his followers in higher education was new to most people that were interviewed. The meanings that Dewey gave to the concepts of democracy, freedom, and equality are different from the meanings Basotho people give to these concepts because, to them, authority and responsibility are attached to the concepts. Second, experiential learning techniques like collaborative learning, role-play, and drama can be more fully developed in the learning and teaching process in Lesotho. Third, barriers to implementing experiential learning practices include the rigid structure of the current Certificate Program, the bureaucracy of the University, and the working relations between the University and the Basotho Community. In conclusion, the study recommended that needs assessment be undertaken; service learning be tried out first; and the Credit for Prior Learning Assessment be piloted on an experimental basis.

The purpose of this study was to explore the meaning participants made of a two and half year long participatory action research and adult education project, the Changes Project. Participating partners in the project were five adult basic education programs including a literacy program, two ESOL programs, a workplace education program and a college transition program. Project participants researched key issues impacting their learning needs and goals, and these included: Welfare Reform, Immigration Reform and the changing workplace. Participants in this study were ten adults from four of the adult basic education programs, and four adult educators who coordinated the program-based research teams. This was a qualitative study and the primary method used for data collection was phenomenological in-depth interviews. In order to be positive, contributing members of their communities and of society, adults must be active participants in making the decisions that affect their lives. A healthy and just society, a rich plurality, is one in which all of its members are participants in its creation. Many adults enrolled in adult basic education programs, however, feel outside, on the margins, and that they are not a part of these decisions. How can educational programs that serve adults support them in becoming more active participants? How can we create educational spaces that will help people who have historically been silenced or marginalized to develop their feelings of confidence, power and ability? This study explores these questions. In addition, this dissertation explores the tensions inherent in implementing and facilitating a participatory process. What does participatory mean? What does it look like? How do you facilitate a participatory process? This study also looks at the experience of the adult educators who participated in this project, believing that we cannot talk about educational change without also looking at teacher change. The results and recommendations emerging from this study are relevant for adult educators, participatory researchers, policy makers and activists engaged in legislation and action related to Welfare Reform, Immigration Reform, the changing workplace, and adult education.

This study examines how teaching about the law complements the work of legal services programs for the poor, how Community Legal Education (CLE) has been designed and implemented, what problems have programs faced implementing CLE, and what solutions have been proposed to overcome those problems. This study traces the historical foundations and development of CLE within the Legal Services Corporation (LSC). It also examines organizational characteristics of 62 legal services programs with identifiable CLE components and describes how three programs have successfully integrated CLE into their work. Finally, it sets forth a series of recommendations for the LSC and local programs to research and develop CLE as a complementary service component. This study indicates that CLE is not well understood by many persons employed in legal services and that such misunderstanding may be attributed to the plurality of CLE functions. The study also found that CLE functions include eradicating legal illiteracy, providing alternatives to individual case aid, acting as a complementary strategy to law reform work, insuring that the program remains accountable to clients, and promoting client involvement to insure the program's political survival. This study reveals that while CLE was one of the original service modalities for legal services programs, it has not been considered important enough to develop on a large scale. Four major obstacles to the implementation of CLE have been identified: (a) inadequate criteria to test CLE effectiveness, (b) LSC dependence on clients for political protection, (c) reliance on attorneys to design and implement CLE, and (d) the limitations inherent in assisting large numbers of clients on an individual basis. The study concludes that CLE can be an effective service if integrated into the LSC structure and made a part of other LSC activities.

Abstract not available