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Hope and Low Level Literacy of Haitians in Petit-Go(&)#226;ve: Implications for Hope Theory and Adult Literacy Education
Title
Hope and Low Level Literacy of Haitians in Petit-Go(&)#226;ve: Implications for Hope Theory and Adult Literacy Education.
Creator
Grissom, Donita, Nutta, Joyce, Crevecoeur, Edwidge, Clark, M. H., Ana M. Leon, Ana, University of Central Florida
Abstract / Description
This cross-sectional study extended Snyder's Hope Theory (1991) by analyzing the difference in trait hope levels, pathway thinking, and agency thinking of pre-literate (no prior access to literacy) and non-literate (access to literacy, but little or no prior literacy education) Haitian adults. The data were derived from archival records of 135 students enrolled in Haitian-Krey(&)#242;l adult literacy classes in Petit-Go(&)#226;ve, Haiti. Mann-Whitney U results indicated that there were no...
Show moreThis cross-sectional study extended Snyder's Hope Theory (1991) by analyzing the difference in trait hope levels, pathway thinking, and agency thinking of pre-literate (no prior access to literacy) and non-literate (access to literacy, but little or no prior literacy education) Haitian adults. The data were derived from archival records of 135 students enrolled in Haitian-Krey(&)#242;l adult literacy classes in Petit-Go(&)#226;ve, Haiti. Mann-Whitney U results indicated that there were no significant differences in trait hope, pathway thinking, or agency thinking between the pre-literate and non-literate Haitian adults. Both groups reported average trait hope, average pathway thinking, and low agency thinking. Potential implications for adult literacy program and curriculum developers, evaluators, and teachers are discussed.
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Date Issued
2014
Identifier
CFE0005341, ucf:50480
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005341
SIGNALS: THE INTERPLAY BETWEEN LITERACY, GENDER, AND SEMIOTICS
Title
SIGNALS: THE INTERPLAY BETWEEN LITERACY, GENDER, AND SEMIOTICS.
Creator
Parker, Patricia, Preston-Sidler, Leandra, University of Central Florida
Abstract / Description
The purpose of this study is to examine adult literacy beyond its constraints as a social problem and instead consider the implications of illiteracy as a particular form of lived experience, analogous to women's oppression at large. Through a complex system of meaning making, the knowledge accrued by illiterate adults is qualitatively different, and examining these differences in terms of their correlation to coping mechanisms developed in the face of social alienation and diminished...
Show moreThe purpose of this study is to examine adult literacy beyond its constraints as a social problem and instead consider the implications of illiteracy as a particular form of lived experience, analogous to women's oppression at large. Through a complex system of meaning making, the knowledge accrued by illiterate adults is qualitatively different, and examining these differences in terms of their correlation to coping mechanisms developed in the face of social alienation and diminished professional prospects yields a greater understanding of class privilege and how nontraditional learners fit into a larger social structure. From the perspective of academic feminism, adult illiteracy presents several problems regarding the scope of an inclusive feminist community that acknowledges privilege and difference. The primary method through which information regarding feminism is conferred is printed materials, which utilize highly specific, specialized jargon, and unwittingly create an exclusive community marred by internalized racism and class stratifications. This study explores other methods through which feminist ideation might theoretically be possible, i.e. cultural "reading" communities and vocational and continuing education programs focused on cultural competencies, as women come out of their imposed silences and become aware of their circumstances in a way that resembles feminist thought, if perhaps without sophisticated language with which to communicate those ideals. In this way, feminist ideation and semiotics tie in together, as attitudinal change may occur without the semantic realization of what this entails. This goal of this paper is also, in part, to justify why acknowledging gendered learning differences and a particular female subjectivity for adult literacy clients will yield better results for their self-valuation, as gender is a component of diversity all but ignored within the scheme of adult literacy pedagogical theory.
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Date Issued
2012
Identifier
CFH0004266, ucf:44963
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004266
Design and Implementation Plan for the "I Am Potential" Financial Literacy Education Program
Title
Design and Implementation Plan for the "I Am Potential" Financial Literacy Education Program.
Creator
Louis, Tureka, Hopp, Carolyn, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
Abstract / Description
ABSTRACTThis Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather...
Show moreABSTRACTThis Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather than a small part of the complex equation greatly influenced by financial literacy. Drawing upon a review of related literature, observation of a successful program, and interviews, three barriers to financial literacy education are presented and addressed in this program's design. 1) Overblown financial self-efficacy spawns the popular belief held by most financially illiterate individuals that they are financially literate (OECD, 2005). 2) Lack of differentiation is prevalent. Existing programs cover basic financial topics with a one size fits all approach. 3) Although attrition rates are high, there are few motivational interventions in place within currently existing programs. These obstacles combined with the unique set of circumstances faced by the working poor exacerbate financial illiteracy and its related issues. This program was designed as part of the I Am Potential, Inc initiative (IAP) (-) an effort to assist individuals who desire to enhance their lives. In particular, IAP targets underserved communities. The (")I Am Potential(") Financial Literacy Program Model and Implementation Plan addresses these issues through instructional design with pre- and post-treatment financial self efficacy and motivation assessments along with differential instructional delivery methods, including a variety of modes and durations available for a distinctive learner population. Themodel accommodates the subsequent addition of coursework for enhancement in other life domains.
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Date Issued
2014
Identifier
CFE0005203, ucf:50620
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005203
BRINGING JOHN GREEN TO SCHOOLS: INCORPORATING YOUNG ADULT LITERATURE IN A SECONDARY ENGLISH LANGUAGE ARTS CLASSROOM
Title
BRINGING JOHN GREEN TO SCHOOLS: INCORPORATING YOUNG ADULT LITERATURE IN A SECONDARY ENGLISH LANGUAGE ARTS CLASSROOM.
Creator
Adams, Emily, Kaplan, Jeffrey, University of Central Florida
Abstract / Description
As educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting...
Show moreAs educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting them removed from the classroom and library. I believe that these books need to stay in the schools, though. Through this thesis, I explore the possibility of Young Adult Literature having more of a presence in the secondary English Language Arts classroom in order to increase motivation, engagement, social awareness, and literacy rates. In this research project, only 13% of 11th and 12th grade English Language Arts students reported enjoying the reading they were currently assigned, despite their statement that they enjoy reading, in general. These books do not lead to motivated and engaged readers. By incorporating Young Adult Literature into the standard curriculum of an English Language Arts classroom, teachers can enhance motivation, engagement, and productivity. Students can continue to learn the same literary concepts and techniques, in addition to being exposed to current social problems. When Young Adult Literature is brought into a classroom, an environment is created in which students can learn what they think, why they think it, and how to respect the differing opinions of others.
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Date Issued
2014
Identifier
CFH0004583, ucf:45169
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004583