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Beyond Pedagogy: Lessons Learned Through a Teacher Prep Cohort

Beyond Pedagogy: Lessons Learned Through a Teacher Prep Cohort l^f?'··;· m .«ε· Beyond Pedagogy: Lessons "" 11 -1 i Learned Through a Teacher Prep Cohort dults are returning to to attend during the day, most campus Acollege. Whether attempt- support offices close at 5:00 pm, most ing to acquire knowledge and skills support and study sessions are formed necessary to function within the and convene during daylight hours, workforce, to earn advanced degrees, and most classes still span a tradition- or simply to enrich their lives, adults al 16-week semester. These factors are now a prominent segment of the often impact adults and make acceler- college population. Adult students ated continuing education or speedy flPVPRb are considered and consequently career re-tooling nearly impossible. SHMftMMf labeled nontraditional. Specifically, Because adults now represent the most BR· their age range of mid-twenties to quickly emerging student population fpfe H in America (American Council on geriatric, their employment status Education, 2000) and are responsible of full-time workers to unemployed, their prolonged absence from formal for a significant portion of enrollment education due to family and career- (even full-time enrollment), tradi- related decisions, and their diverse tional colleges and universities must needs categorize them as nontradi- examine factors essential to attracting tional (Fairchild, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Beyond Pedagogy: Lessons Learned Through a Teacher Prep Cohort

Adult Learning , Volume 21 (3-4): 6 – Jun 1, 2010

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References (23)

Publisher
SAGE
Copyright
© 2010 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515951002100303
Publisher site
See Article on Publisher Site

Abstract

l^f?'··;· m .«ε· Beyond Pedagogy: Lessons "" 11 -1 i Learned Through a Teacher Prep Cohort dults are returning to to attend during the day, most campus Acollege. Whether attempt- support offices close at 5:00 pm, most ing to acquire knowledge and skills support and study sessions are formed necessary to function within the and convene during daylight hours, workforce, to earn advanced degrees, and most classes still span a tradition- or simply to enrich their lives, adults al 16-week semester. These factors are now a prominent segment of the often impact adults and make acceler- college population. Adult students ated continuing education or speedy flPVPRb are considered and consequently career re-tooling nearly impossible. SHMftMMf labeled nontraditional. Specifically, Because adults now represent the most BR· their age range of mid-twenties to quickly emerging student population fpfe H in America (American Council on geriatric, their employment status Education, 2000) and are responsible of full-time workers to unemployed, their prolonged absence from formal for a significant portion of enrollment education due to family and career- (even full-time enrollment), tradi- related decisions, and their diverse tional colleges and universities must needs categorize them as nontradi- examine factors essential to attracting tional (Fairchild,

Journal

Adult LearningSAGE

Published: Jun 1, 2010

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