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A case study of the effectiveness of the Mexican INEA (National Institute for the Education of Adults) program: trapped between text and technology.

Author: Gen, Ray;; Paquette, Daniel
Publisher: Pepperdine University 2012
Edition/Format:   Downloadable archival material : English
Summary:
The level of success of the Mexican INEA (National Institute for the Education of Adults) academic program implemented in the U.S. has never been examined. INEA developed five goals for its students in the U.S. that supplement the general goals that the program has for all its students in Mexico. The 5 supplementary goals are to provide access to a basic education which will improve the quality of the students'
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Genre/Form: Text
Material Type: Internet resource
Document Type: Internet Resource, Archival Material
All Authors / Contributors: Gen, Ray;; Paquette, Daniel
OCLC Number: 1090941284
Language Note: English
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Abstract:

The level of success of the Mexican INEA (National Institute for the Education of Adults) academic program implemented in the U.S. has never been examined. INEA developed five goals for its students in the U.S. that supplement the general goals that the program has for all its students in Mexico. The 5 supplementary goals are to provide access to a basic education which will improve the quality of the students' lives, to improve their employment opportunity, to advance their proficiency of Spanish in order to assist them in learning English, to increase their involvement in their children's education and to stimulate self-esteem and pride in the Mexican culture. This single case study assessed, through the perspectives of its students, the extent to which INEA met these goals at its Palomar College Plaza Comunitaria. Assessment of goal success was a stated objective of INEA. Data were collected through responses to student interviews in which the participants offered perspectives to ten questions relating to INEA's supplementary goals, their level of success and their relationship to the students' personal goals. The INEA program in the U.S. is taught in entirely in Spanish with the aim of providing the means for Spanish-speaking adults to receive a Mexican diploma at the primary and secondary academic levels. Mexico provides the curriculum and instruction in Spanish, and entities in the U.S. provide the venues. From the responses of the participants, the researcher coded the data into categorical concepts and developed grounded theories as propositions to explain the relationship between the levels of success regarding INEA's program goals and the students' motivations for involvement in the program. The conceptual hypotheses developed from the data indicated a limited level of success at meeting the students' educational needs. INEA's curriculum, although well-developed, suffers from logistical hindrances, of which some are self-created, and others that are the re

Pepperdine University Graduate School of Education and Psychology A CASE STUDY OF THE EFFECTIVENESS OF THE MEXICAN INEA (NATIONAL INSTITUTE FOR THE EDUCATION OF ADULTS) PROGRAM TRAPPED BETWEEN TEXT AND TECHNOLOGY A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Education in Educational Technology by Daniel Paquette November, 2012 Ray Gen, Ed.D. – Dissertation Chairperson This dissertation, written by Daniel Gilbert Paquette under the guidance of a Faculty Committee and approved by its members, has been submitted to and accepted by the Graduate Faculty in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Doctoral Committee: Ray Gen Ed.D., Chairperson John F. McManus, Ph.D. Robert Graeff, Ed.D. © Copyright by Daniel Gilbert Paquette (2012) All Rights Reserved TABLE OF CONTENTS Page LIST OF TABLES………………………………………………………………………vii LIST OF FIGURES…………………………………………………………………….viii DEDICATION……………………………………………………………………………ix ACKNOWLEDMENTS…………………………………………………………….....…x VITA………………………………………….……………………….……………..…...xi ABSTRACT……………………………………………………………………………..xv Chapter I: Introduction ......................................................................................... 1 INEA Overview .............................................................................................. 2 INEA Program Goals .............................................................................. 6 Binational Cooperation ......................................................................... 12 Transition to Online Instruction and the California Project .................... 14 California Project Cooperation .............................................................. 16 Instructional and Financial Support ...................................................... 18 Instructional Overview for Mexican Programs in the U.S ...................... 19 Instruction at the Plazas Comunitarias .............................................

174

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