Book Chapter Analysis

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Chapter 1: Introduction (15-17 pages) and Chapter 2 Review of Literature (38-40 pages)

Use all the attachments included.

Main Idea: As a state, California relies on higher education institutions to produce college graduates to meet the demands of the economic and workforce growth in the state. California Community Colleges play a vital role in helping to meet those demands; however, many community college students experience numerous structural barriers that prevent them to graduate such as credit for prior learning. Credit for prior learning (CPL) is known as (prior learning assessment) policies guide institutions in evaluating and awarding eligible students with credit for previous collegiate-level learning gained outside of a recognized college classroom.

Use these sources:
1. Valenzuela, MacIntyre, Klein-Collins & Clerx, 2016
2. Standards for Assessing Learning; Council for Adult and Experiential Learning (CAEL), Chicago, Illinois; adapted from Assessing Learning: Standards, Principles, and Procedures (Second Edition);
3. M. Fiddler, C. Marienau, and U. Whitaker; Chicago: Kendall Hunt Publishing Company; 2006.
1. Refer to the guides for the evaluation of educational experiences, Center for Adult Learning and Educational Credentials, American Council on Education (ACE), Washington, DC.California Competes. (2018a). Opportunity imbalance: Race, gender, and California’s education-to-employment pipeline. https:// californiacompetes.org/publications/opportunity-imbalance
2. Georgetown Center on Education and Workforce. (2019). The unequal race for good jobs. https://1gyhoq479ufd3yna29x7u- bjn-wpengine.netdna-ssl.com/wp-content/uploads/Full_Re- port-The_Unequal_Race_for_Good_Jobs.pdf
3. US Census Bureau. (2017). Educational attainment for the popula- tion 25 years and over. https://usa.ipums.org/usa/index.shtml
4. California Competes. (2018a).
5. Valenzuela, I., MacIntyre, D. J., Klein-Collins, B., & Clerx, J. (2016). Prior learning assessment and competency-based education: An overview of programs, policies, and practices. Research and Planning Group, Council for Adult and Experiential Learning,
& Moran Technology Group. https://files.eric.ed.gov/fulltext/ ED570321.pdf
6. Valenzuela, I., MacIntyre, D. J., Klein-Collins, B., & Clerx, J. (2016).
7. Success Center for California Community Colleges. (2019). Credit for prior learning initiative. https://successcenter.cccco.edu/Stra- tegic-Projects/Credit-for-Prior-Learning-Initiative
8. Klein-Collins, R. (2010). Fueling the race: A 48-institution study of prior learning assessment and adult learning outcomes. Council for Adult and Experiential Learning. https://files.eric.ed.gov/full- text/ED524753.pdf
9. Klein-Collins, R. (2010).
10. Klein-Collins, R. (2010).
11. Success Center for California Community Colleges. (2019).
12. National Center for Education Statistics. (2019). Indicator 22: Financial aid. https://nces.ed.gov/programs/raceindicators/indi- cator_REC.asp
13. Success Center for California Community Colleges. (2019).
14. California Community Colleges Chancellor’s Office. (2019). Board of Governors of the California Community Colleges proposed revi- sions to Title 5 regulations of curriculum and instruction. https:// www.cccco.edu/-/media/CCCCO-Website/Files/General-Coun- sel/PRA/15-day-reg-text-of-cpl-8192019.ashx
15. Success Center for California Community Colleges. (2019). Credit for prior learning initiative: Findings and recommendations to ex- pand credit for prior learning as a vision for success strategy. https:// www.cccco.edu/-/media/CCCCO-Website/Reports/success-cen- ter-cpl-initiative-report-for-cccco-final.pdf

17. Valenzuela, I., MacIntyre, D. J., Klein-Collins, B., & Clerx, J. (2016).

19. US Census Bureau. (2016). American Community Survey: Educa- tional attainment for the population 25 years and over. https://usa. ipums.org/usa/index.shtml
20. Lakin, M. B., Nellum, C. J., Seymour, D., & Crandall, J. R. (2015).
Credit for prior learning: Charting institutional practice for sustain- ability. American Council on Education. https://www.acenet. edu/Documents/Credit-for-Prior-Learning-Charting-Institution- al-Practice-for-Sustainability.pdf
21. CA Legis. AB 2494. 2019–20 Reg. Sess. https://leginfo.legislature. ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB2494
22. Council for Adult and Experiential Learning. (2011). Underserved students who earn credit through prior learning assessment (PLA) have higher degree completion rates and shorter time-to-degree. https://www.cael.org/pla/publication/underserved-students- who-earn-credit-through-prior-learning-assessment

Sample Solution

The Progession of Poems Adrienne Rich and Paulo Freire share a common theme in transition and society. Both are talking about the transformation of society and the relationship people have in writing. Freire talked about the way teachers teach the students, and there is no contradiction as they are sitting there waiting for information. Rich uses a similar theory in her essay “When we die” where she talks about society and how it is suppressed. Both have similar theories, but they have different ways to express their arguments. “When doing mechanical language training in a mechanical way, students can train like well-trained parrots.When stimulating, students can repeat the whole thoroughly. :: ^ In addition to the received teaching materials, students must take the first lesson to apply what they remember or what they are doing to the communication context designed by the classroom group. In the mid-seventies This approach was proposed due to dissatisfaction with structural and behavioral language teaching methods, which is currently widely used in textbooks not only in the west but also in our Libya school training centers. In addition to secondary school textbooks, most petroleum departments and bank training centers apply this method to English classes. Talk about playing that language! This is a wonderful poem that teaches students the flexibility of language. The interesting thing about this poem is that students can understand what is going on, even if there are meaningless words like “vorpal” or “uffish”. A monster named “bandersnatch” captures the imagination of the student. Lewis Carroll uses portmanteaus to create new words – this is an interesting challenge to have your own students try. This is a poem that I like to make my students bit me. I handed it to them and waited. My student sat for a while, and I will assign a burn about it. A few minutes later, the students showed a reaction “Oh”. Candlelight is a rather annoying symbol in literature, but I always like Edna St. Vincent Mirei to overturn our expectations for this poem. The students said they were proud of themselves, sadness, full of hope, and a little lost. I like 4 rows of packaging very much! One poem per day: National Poetry Poems by 30 junior high school students at month (or other time)

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