Veterans enrolled in college face unique challenges compared with those of traditional students. Their experiences and perspectives, coupled with battling stereotypes and entering an unstructured college setting, contribute toward what can be a difficult transition. Student veteran organizations, veteran resource centers, veteran-specific…

Tutoring has become a familiar tool that schools use to reinforce classroom teaching and improve student achievement. That's especially been the case because of No Child Left Behind (NCLB) and its provisions for supplemental education. Educators faced with developing or supporting tutoring services for students should consider five practical…

Black Hawk College (BHC) is a comprehensive community college serving all or part of nine counties and a population of approximately 224,510 residents in a mostly rural area of north-west Illinois. This practice was fully developed and implemented for the Shifting Gears (SG) initiative during the 2007-08 academic years. Heeding BHC's strategic…

An increasing number of jobs in today's workforce require postsecondary education, yet large numbers of workers lack the essential skills and credentials to fill these jobs. The result is that many workers remain underemployed, reaching a ceiling early in their working careers. In 2007, the Joyce Foundation launched the Shifting Gears initiative…

The No Child Left Behind education act mandates that school districts develop supplemental educational service programs for students not demonstrating mathematical proficiency on state standardized math assessments. Yet there is limited understanding of issues related to supplemental educational service math programs. The purpose of this…

This volume comprises the refereed proceedings of the 2006 ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa/New Zealand) conference. The 11 articles are arranged according to the conference's sub-themes of perspectives, partnerships and projections relating to the work of learning advisors. In Chapter 1, Susan Crozier explores the…

In much research, learners' perspectives tend to be considered in light of a program's expectations or U.S. society's definitions of learner needs, rather than considering how learners would define and make sense of their own experiences, hopes, and needs. In contrast, this study considers learners' meanings as the fundamental starting point for…

The authors carefully followed for a year or more the inner experiences of learning and change of 41 ABE/ESOL (Adult Basic Education/English for Speakers of Other Languages) learners from all over the world. They were enrolled in three distinct U.S. programs (a community college, a family literacy site, and a workplace site), each oriented to…

How do ABE/ESOL (Adult Basic Education/English for Speakers of Other Languages) programs shape adult learners, and how do adult learners, in turn, shape their programs? Beyond the acquisition of important skills (such as greater fluency in the English language) what are the bigger internal meanings for adults of participating in ABE/ESOL…