Adult Education: School Policies and Practices for Student Achievement
This dissertation in practice utilized a qualitative case study approach to understand the experiences of adult learners who are completing their secondary education program at a selected school site in the region of Los Angeles County, California. The aim of this study was to gain insight on the varied needs and challenges of adult students who return to school to complete their secondary education and to understand how school policies and practices encourage academic achievement of students. A literature review was conducted to provide additional information on adult learning theories, policies impacting adult education, and studies on students’ persistence. Ten student interviews were conducted. Data from observations of classrooms, office spaces, the learning center, transition center, and a school dance were collected. Artifacts such as school emails, signage, websites, posters, and flyers were documented. After coding and theming the data, four themes emerged (1) andragogical principles are reflected in school policies and practices, (2) students had developed social support with peers, (3) school support enhanced academic achievement, and (4) teacher and student relationships were collaborative. Interviews revealed how students had dealt with trauma from youth and adulthood, but the school created a safe and welcoming environment for students to develop both self-efficacy and social capital. The proposed solution for adult schools is to implement school-wide trauma-informed care by changing its policies, practices, programs, and procedures to ensure all faculty and staff play a role in making the school a place where students have purpose and feel belonging.Keywords: andragogy, adult education, social capital, self-efficacy, trauma-informed care
Adult Education, Andragogy, Self-Efficacy, Social Capital, Trauma-Informed Care
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