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Engaging out-of-school males in learning
Descriptive
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Text
TitleInfo
(ID = T-1)
Title
Engaging out-of-school males in learning
Identifier
ETD_2658
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052893
Language
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English
Genre
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theses
Subject
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(authority = RUETD)
Topic
Social and Philosophical Foundations of Education
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Adult education--Evaluation
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
High school dropouts--New York (State)--New York
Subject
(ID = SBJ-4);
(authority = ETD-LCSH)
Topic
General educational development tests
Subject
(ID = SBJ-5);
(authority = ETD-LCSH)
Topic
Adult learning--New York (State)--New York
Subject
(ID = SBJ-6);
(authority = ETD-LCSH)
Topic
Youth with social disabilities--Education--New York (State)--New York
Subject
(ID = SBJ-7);
(authority = ETD-LCSH)
Topic
Young men--Education
Abstract
(type = abstract)
This ethnographic study examined how one adult education center engaged out-of school males (16-25 years old) in learning. Drawing from a learner-centered paradigm, the author reflected on her journey to the problem through her own school experience as well as her years with out-of-school youth in community settings. The literature review covers four areas – scope of the high school dropout problem, engagement, emergent adulthood, and programs currently attempting to engage this population. Research was conducted at The Downtown Learning Center in Brooklyn, New York.
The four findings of this study centered on components of the “web”, or adult education center that engaged the young men in learning. Affective relationship, interior
and exterior space, and learning activities promoting engagement are the “threads” that re-engaged the young men in learning. In addition to these threads, the study reveals continued threats to this re-engagement. These findings have potential implications for teacher professional development and program design for adult education centers and schools attempting to re-engage this population in learning.
The four findings of this study centered on components of the “web”, or adult education center that engaged the young men in learning. Affective relationship, interior
and exterior space, and learning activities promoting engagement are the “threads” that re-engaged the young men in learning. In addition to these threads, the study reveals continued threats to this re-engagement. These findings have potential implications for teacher professional development and program design for adult education centers and schools attempting to re-engage this population in learning.
PhysicalDescription
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electronic resource
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xvi, 279 p. : ill.
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Note
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Ed.D.
Note
Includes abstract
Note
(type = bibliography)
Includes bibliographical references
Note
Vita
Note
(type = statement of responsibility)
by Joan Marie Schwartz
Name
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Schwartz
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Joan Marie
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1953-
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author
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Joan Schwartz
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Belzer
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Alisa
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chair
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Advisory Committee
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Alisa Belzer
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Beder
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Hal
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Advisory Committee
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Hal Beder
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Abu El-Haj
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Thea
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internal member
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Advisory Committee
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Thea Abu El-Haj
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Rutgers University
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degree grantor
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Graduate School of Education
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school
OriginInfo
DateCreated
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2010
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2010-05
Place
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xx
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
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(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
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rucore10001500001
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NjNbRU
Identifier
(type = doi)
doi:10.7282/T37H1JPD
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder
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(type = personal)
Name
FamilyName
Schwartz
GivenName
Joan
Role
Copyright Holder
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(ID = RE-1);
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Type
Permission or license
DateTime
2010-04-20 19:07:06
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Copyright holder
Name
Joan Schwartz
Affiliation
Rutgers University. Graduate School of Education
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical
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ETD
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application/pdf
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application/x-tar
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2109440
Checksum
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e3f8cedf154efbc3d0d16ef0b1cf3a7ac52f4831
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