Journal Information
|
| Research Areas |
| Publication Ethics and Malpractice Statement |
| Guidelines for Authors |
| For Authors |
| Instructions to Authors |
| Copyright forms |
| Submit Manuscript |
| Call for papers |
| Guidelines for Reviewers |
| For Reviewers |
| Review Forms |
| Contacts and Support |
| Support and Contact |
| List of Issues |
| Indexing |
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: The population of adult students in American community colleges is growing, yet researches in the field of student affairs seldom related to adult students. This qualitative research approached the perspectives of adult learners of community colleges in order to understand their learning experiences and expectations of the student affairs programs on campus. Bronfenbrenner's Human Ecology Model was applied as the inquiry framework. This study concluded that a) adult community college students were more motivated and goal-oriented; family members, teachers, and tutoring services were the immediate settings adult students turned to when facing learning difficulties; b) the accessibility of student affair programs did not meet adult students’ expectations; c) cultural influences upon the perception of age and familiarity of student affairs shaped their learning experiences and engagement with student affairs programs; and d) senior decision-makers of the student affairs programs should play the role as the activator to take action on the full-range program reform to meet the needs of adult students. Several applications were provided for practice consideration. |
| Keywords: changes initiative, statewide, teacher preparation, families, disabilities |
| Download full paper |
