| Author |
Title |
Publishing
Information |
Abstract |
|
Auerbach,
E.
Wallerstein, N.
|
ESL
for action: problem posing at work |
Addison-Wesley,
1987
ISBN: 0201001012
|
Intended
for the intermediate to advanced ESOL student, this text teaches communication
skills for those students working or about to enter the workforce. Highlights
include the problem posing approach to teaching ESOL for the workplace,
learner centered lessons which promote affective learning and critical
thinking skills, and ESOL based on content based on work themes. Comes
with teachers guide. |
| Auerbach,
Elsa |
Making
meaning, making change: participatory curriculum development for adult
ESL literacy |
Center
for Applied Linguistics Delta Systems, McHenry, IL, 1997 |
A
guide to participatory curriculum development based on adult education
theory and Paolo Freire's approach to education for conscientization and
action. It includes a chapter on the principles and research that inform
this approach drawn from adult development and adult learning theories. |
| Barndt,
D. Belfiore, M.E. Handscome, J. |
English
at work: a toolkit for teachers |
Ontario,
Community Outreach, 1986
|
Helps
ESOL teachers prepare for teaching classes in various workplaces. |
| Barndt,
Deborah, Cristall, Ferne, Marino, Dian |
Getting
there: producing photo-stories with immigrant women |
Between
the Lines, Toronto, 1982 |
"Getting
There" explores learning experiences which will help adults discover
their own values, needs, and skills and how they might fulfill their employment
needs. For adults who are trying to make a transition from welfare to
work or further education, the curriculum combines activities of personal
reflection with research into local job and training opportunities and
practice of job search skills. |
| Bartlett,
K. J. Vargas, F. |
Literacy
Education for Adult Migrant Farmworkers |
www.ericacve.org
Number 334873 |
This
article describes the population of migrant farmworkers, some of their
educational challenges, and programs currently available to serve them.
Challenges cited include mobility, lack of a national system to track
progress of adults, and lack of child care. |
| Baumgartner,
L. Merriam, S.B. eds |
Multicultural
Stories |
Krieger,
2000 |
The
culturally diverse stories and poems in this compilation illustrate six
themes of adult development: identity; the importance of work; intimacy;
the family life cycle; physical development, health, and aging; and learning
in adulthood. |
| Bransford,
J.D. Brown, A. Cockings, R. eds |
How
people learn: mind, experience, and school |
National
Academy Press, 1999 |
Covers
the latest research on how people learn, focusing on four dimensions of
performance--knowledge base, fluency, independence, and range--which "influence
how people move from novice to expert in any area." |
| Brookfield,
Stephen |
Understanding
and Facilitating Adult Learning: A Comprehensive Analysis of Principles
and Effective Practices |
Jossey-Bass,
San Fransisco, CA
|
One
of the field's most valued thinkers, Stephen Brookfield analyzes various
approaches to teaching adults and reviews the research on how adults learn. |
| Brown,
H.D. |
Principles
of Language Learning and Teaching (4th) |
Prentice
Hall, 2000 |
The
core text for the Massachusetts ESOL licensure-compatible courses to date,
and improved in the new edition. Strong, comprehensive coverage of language
learning theory and teaching methods, and one of the richest and most
revealing examinations of what "cultural differences" can entail. |
| Clark,
M.C. Caffarella, R. |
An
Update on Adult Development Theory: New Ways of Thinking about the Life
Course |
Jossey-Bass,
1999 |
Reviews
recent work in adult development in four domains--biological, psychological,
sociocultural, and integrated--and explores the implications of the work
for adult education. |
| Cromley,
Jennifer |
Learning
to Learn, Learning to Think |
For
ordering information:
www.nifl.gov/activities/
or
www.ed.gov/pubs/
edpubs.html |
Rapidly
becoming a virtual handbook for the "cognitive revolution" in
research and practice, and one of the most practitioner-friendly resources.
Cromley covers a wide range of adult development and learning theories,
dispels myths, connects research to practice, and provides a host of handy
appendices, factsheets, and templates for ready reference. |
| Demetrion,
G. |
"A
Critical Pedagogy of the Mainstream" |
Adult
Basic Education, Summer 1998 |
Links
adult literacy learning within mainstream programs to a personal philosophy
of self-actualization, a scaffolding pedagogy, and the quest for inclusion
into the main fabric of American economic, cultural and social life. These,
in turn, are interpreted as important components undergirding John Jewey's
concept of growth in its application to adult literacy, the philosophicd
premise which frames this essay. The author warns that several thinkers
in the field are promoting philosophical ideals that might do harm rather
than good because they create unrealistic expectations in learners. |
| Dirkx,
J. |
"Transformative
Learning Theory in the Practice of Adult Education" |
PAACE Journal
of Lifelong Learning 7, 1998
|
Summarizes
four theoretical perspectives on transformative learning as consciousness
raising, critical reflection, development, and individuation. |
| Fenwick,
T. |
"Women
Composing Selves, Seeking Authenticity: A Study of Women's Development
in the Workplace" |
International
Journal of Lifelong Education
May-June 1998
v17, n3 |
A
study examined the workplace learning experiences of 17 women, using oral-history
methods. Central to the experiences was exploration of self. Themes included
ANNOTATION TRUNCATED |
| Freire,
Paulo |
Pedagogy
of the Oppressed: 30th Anniversary edition |
Continuum
Pub Group, New York, NY, 2000
www.continuum-books.com
Also, try half.com or bookfinder.com for used copies. |
The
work of this Brazilian thinker has formed the foundation for generations
of practitioners who feel that learners must be allowed share control
over educational content and methods and that one of the primary outcomes
of education should be social awareness and personal empowerment. |
| Friere,
P. |
Education
for Critical Consciousness |
New York,
Continuum Pub Group, 2000
www.continuum-books.com
Also, try half.com or bookfinder.com for used copies.
|
The
work of this Brazilian thinker has formed the foundation for generations
of practitioners who feel that learners must be allowed shared control
over educational content and methods and that one of the primary outcomes
of educaiton should be social awareness and personal empowerment. |
| Gillespie,
M. |
Learning
to Work in a New Land: A Review and Sourcebook for Vocational and Workplace
ESL |
Washington,
DC, Center for Applied Linguistics, 1996 |
This
report provides a detailed overview of vocational and workplace ESL instruction
in the United States. It reviews existing research and practice, presents
program models, details funding strategies, and explains how to set up
a workplace ESL program. It also includes examples of classroom activities
and tools to use in needs assessment, learner assessment, and program
evaluation. (1996) "Gillespie's ability to distill research and present
it clearly is evident in this important new work. Public policy committees
in adult education, workplace education collaboratives, labor-management
coalitions, and labor unions could all benefit from this book." Lenore
Balliro, World Education, Boston |
| Gillespie,
Marilyn, Kelly, Janet |
Many
literacies: modules for training adult beginning readers and tutors |
Center
for International Education, Amherst, MA |
This
very accessible work summarizes and applies research in modules that provide
strategies for teaching reading and writing. |
| Hayes,
E. et al |
Women
as Learners: the Significance of Gender in Adult Learning |
Jossey-Bass,
2000 |
The
edited chapters in this book consider the unique learning experiences
of women and examine how women learn. The authors draw on feminist theory
to make practical suggestions for the construction of adult education
programs, workplace education, counseling programs, and professional development
models. |
| Horsman,
Jennifer |
Something
in my mind besides the everyday: women and literacy |
Women's
Press, Toronto, 1990 |
The
author of this 238-page study set out to challenge the myths of illiteracy
by listening to women's accounts of their own lives. She interviewed 23
women participating in literacy and training programs and workers in these
programs in rural Nova Scotia. She examines some of the myths about illiteracy
such as literacy will automatically improve lives; "illiterates"
can't think abstractly or use logic; and women are to blame for their
own illiteracy. She identifies social structures that support the myths
of illiteracy. The author makes a powerful case for valuing these womens'
experiences and recognizing that many left school for complex reasons
rather than lack of motivation. |
| Jarvis,
P. |
Paradox
of Learing: On Becoming and Individual in Society. |
Jossey-Bass,
1992 |
A
readable exploration of the nature of adult human development, with an
emphasis on how the very institutions established to promote learning
in society find themselves in the contradictory position of diminishing
the learning potential and opportunities of learners. "Jarvis explores
the difficult paradox of cultivating creative thinking and reflective
action in a society that values the acquisition of degrees, certificates,
and titles over actual learning and growth." |
| Journal |
Focus
on Basics volume 5B |
Focus
on Basics is published by the National Center for the Study of Adult Learning
and Literacy (NCSALL). Ordering information can be obtained at the NCSALL
website at ncsall.gse.harvard.edu |
The
whole issue is on adult development, providing an overview on 4 separate
theories of development and how they apply to the classroom. Also has
findings from NCSALL's research on levels of adult development in basic
Ed students. |
| Kegan,
R. |
Toward
a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures
of Mind" |
NCSALL
Report 19A
ncsall.gse.harvard.edu
|
The
executive summary of a recently completed Harvard study by Robert Kegan
and several co-researchers. The study discovers a strong connection between
learner development and how they perceive curriculum and instruction.
Teachers need to be equipped to understand how powerfully developmental
levels can affect learner performance; for example, how "ready"
is a certain learner for a teacher-imposed lesson plan involving a high
degree of learner self-direction or self-assessment. The study also explores
the complexities of the teacher-learner relationship and the importance
of "cohorts" within program populations. |
| Kegan,
Robert |
In
Over Our Heads: The Mental Demands of Modern Life |
Harvard
University Press, Cambridge |
Kegan
has made a strong case, now widely held, that educators must consider
an entire second "tier" of basic skills that adults need to
be effective in modern society. Kegan has called these the higher-order
skills, and they include solving complex problems and identifying resources.
The book is highly readable. |
| Kim,
K. Collins, M. & McArthur, E. |
Participation
of Adults in English as a Second Language Classes |
USDepartment
of Education, Office of Ed Research & Improvement, Natl Center for
Ed Statistics, 1997 |
The
purposes of this report are to present rates of participation in adult
ESL classes in 1994-1995, examine how these participation rates are associated
with the characteristics of adults, describe some features of ESL participation,
and describe the main barriers to adults' participation in ESL. |
| Larsen-Freeman,
D. |
Second
Language Acquisition Research: Staking Out the Territory |
TESOL
Quarterly, 1991 |
This
extensive article reports on more recent research, which focuses on attempts
to explain how language acquistion occurs and how learner factors lead
to different levels and kinds of success among learners. "The focus
has alternately broadened as researchers became more aware of the complexity
of the issues and narrowed as greater depth of analysis was required."
Larsen-Freeman suggests that the next phase of research will be attempts
to unite both areas of focus: learning and the learner. |
| Larsen-Freeman,
Diane |
Techniques
and principles in language teaching |
Oxford
University Press, New York, NY |
Larsen-Freeman
is a highly regarded professor at the School for International Study.
This book is a popular intro to language teaching which explores traditional
methods and recent innovations. Readers are invited into classrooms to
see for themselves a method in action. They are also encouraged to reflect
on their own beliefs and to develop their own approaches. The book provides
practical, step by step guidance for new teachers, while introducing more
experienced teachers to new approaches and ideas. |
| Lee,
Enid, Menkart, Deborah, Okazawa-Rey, Margo |
Beyond
heroes and holidays: a practical guide to K-12 anti-racist, multicultural
education and staff development |
Network
of Educators on the Americas, Washington, DC, 1998 |
This
book functions as a interdisciplinary guide for teachers, administrators,
students and parents. It offers lessons and readings developed by teachers
that show how to analyze the roots of racism, investigate the impact of
racism on all our lives, our families and our communities, examine the
relationship between racism and other forms of oppression such as sexism,
classism and heterosexism, and learn to work to dismantle racism in our
schools, communities and wider society. |
| Littleton,
R. |
An
Overview of Black Adult Development Theories |
ERIC 426313
www.askeric.org/
|
Summarizes
and discusses the conceptualized theories that are pertinent to the psychosocial
development of culturally black adult students. Includes researchers who
have provided alternative models and theories addressing the development
needs of black college students. |
| McCloskey,
J. |
Three
Generations of Navajo Women: Negotiating Life Course in the Eastern Navajo |
Agency
American Indian Culture and Journal |
Inteviews
with 78 Navajo grandmothers, midlife mothers, and young moethers; examines
their life course patterns in cultural and historical contexts. |
| McKay,
H., Abigail, Tom |
Teaching
Adult Second Language Learners |
Cambridge,
Cambridge University Press, 1999 |
This
is a very user-friendly teacher resource which emphasizes the importance
of knowing who the adult learner is, and what the adult learner brings
to the classroom (and how teachers can learn about their learners). The
authors devote a section to building community in the classroom, designing
lesson plans, and working with multilevel students. Although geared towards
ESOL learning situations, the information, suggestions and activities
are useful and informative for all adult educators. |
| Merriam,
S.B. Caffarella, R.S. |
Learning
in Adulthood, 2nd Ed. |
Jossey-Bass,
1999 |
Part
two of this book focuses on adults' developmental characteristics. Biological,
psychological, age and stage models, cognifitive development, and intelligence
are covered. |
| Mezirow,
J. |
Education
for Perspective Transformation: Women's Reentry Programs in Community
Colleges |
New
York, Teacher's College at Columbia University, 1975 |
"This
report describes and discusses the findings that emerged from a study
of reentry programs for women in community colleges across the nation....
These programs are designed to assist women who are resuming their education
or are considering employment after an extended hiatus....The primary
goal of the study was to identify factors that charateristically impede
or facilitate the progress of these reentry programs" by providing
"a qualitative data base specifying the most significant factors
influencing the programs now in operation....The researchers drew on the
inductive methodology of grounded theory,"...and derived the study's
data from a combination of intensive field study, comprehensive analytical
analysis, and written responses by programs." |
| Mezirow,
J. |
On
critical reflection |
Adult
Education Quarterly; v48 n3 p185-98 Spr 1998 |
This
article presents an analysis and clarification of the role of critical
reflection of assumptions. This concept can help practitioners understand
the process of how adults learn to think for themselves and act based
on their own set of values rather than the values of others. The article
discusses the types of critical reflection and the role critical reflection
plays in learning. |
|
Mezirow,
J. and Associates.
|
Learning
as Transformation: Critical Perspectives on a Theory in Progress.
|
Jossey-Bass,
San Fransisco, CA, 2000
|
Jack
Mezirow is one of the most respected thinkers and researchers on adult
development and learning theory. Here he brings together the latest
research and theory related to transformative learning, including implications
for adult development. Contributors share examples from their own experiences
as educators and assess the evolution of transformative learning in
practice and philosophy.
|
| Mezirow,
Jack |
A critical
theory of adult learning and education
|
Journal
of Adult Education, Vol. 32 #1 1981 |
This
article discusses the theories of Jurgen Habermas, the nature of three
domains of adult learning, each with its own interpretative categories,
learning goals, needs, and methods of educational intervention. It includes
a "charter for andragogy which defines the term as "an organized
sustained effort to assist adults to learn in a way that enhances their
capability to function as self directed learners." |
| Mezirow,
Jack |
Fostering
Critical Reflection in Adulthood |
Jossey-Bass
, San Fransisco, CA, 1990 |
This
book focuses on helping adults identify the frames of reference and assumptions
that influence the way they perceive, think, decide, feel, and act on
their experience. It suggests methods and proram approaches for precipitating
and fostering transformative learning. |
| Nieto,
Sonia |
Affirming
diversity : the sociopolitical context of multicultural education |
Longman
Publishers USA, Whiteplains NY |
Affirming
Diversity is a comprehensive presentation of the multicultural paradigm.
Sonia Nieto's holistic perspective holds that social and political realities,
school curricula and practices, and the multiple cultures of students
and their communities must be understood in tandem. In her view, multicultural
education entails a thorough pedagogical and structural reformation of
schooling, including a serious rethinking of tracking and testing, textbooks
and narrow curricula, and lack of student participation in their own learning.
Affirming Diversity is makes a good case for a democratic education that
"takes students seriously, uses their experiences as a basis for
further learning, and helps them develop into critical and empowered citizens."
|
| Nonesuch,
K. |
Making
Connections: Literacy and EAL Curriculum from a Feminist Perspective |
Toronto,
Canadian Congress for Learning Opportunities for Women (CCLOW), 1996
www.nald.ca/province/bc/lbc/
pub/bulletin/spring98/
page20.htm
|
Making
Connections, a clear and practical guide for addressing issues of women
learners, was created by a diverse group of Canadian women in literacy,
EAL/ESL and women's learning. As the Introduction explains, a feminist
curriculum "does not tell women what tothink, how to live or what
to do, " but instead, makes space for women's experience and invites
learners "to make connections between their lives and the lives of
others, and to think about issues of invisibility and power." These
materials are not for women-only groups. Except for specific topics (e.g.
Choosing Safer Sex), they are meant to be used with mixed groups of women
and men or in one-to-one work. Chapter themes include: Daily Lives, Self
Esteem and Literacy, Cultural Awareness, and Gender Roles. |
| Portnow,
K. et al |
Transformational
Learning in Adulthood |
Focus
on Basics, Dec. 1998
Volume 2, Issue D
ncsall.gse.harvard.edu |
A
report on a study from the National Center for the Study of Adult Learning
and Literacy with excellent foundational adult development info: "In
our view, transformational learning relates to the expansion or enhanced
complexity in the very way people understand the world and their experiences.
It focuses on changes in how people know. We [the author-researchers]
link adult growth and competence in one's role as parent, worker, or learner
to transformational change, not informational change... Our hope is to
deepen knowledge about how to best promote and support the process of
learning, transformation, and role competency in adults by bringing our
theoretical perspective to this research on adult basic education."
|
| Ranard,
Donald A., Pfleger, Margo |
Language
and Literacy Education for Southeast Asian Refugees |
www.ericacve.org
ERIC 365170 |
This
article discusses changes in the way the needs of this population of learners
for language and literacy education have been met during the 1970’s
through the late 80’s. It especially focuses on the question of whether
new refugees should receive intensive language and job training before
they enter the workforce or study part time after they have found employment. |
| Royce,
S. |
Focus
Bulletins |
www.able.state.pa.us/able/cwp/ |
Researcher
Sherry Royce produces four-page Focus Bulletins for the Pennsylvania Department
of Education's Bureau of ABLE which are specifically designed to identify
promising projects, exemplary research, and professional development resource
sites that are valuable and appropriate for ABE staff. Reviews are written
from a practitioner perspective and ratings assigned to each resource
reviewed. Issues are theme oriented and address such subjects as Workplace,
Family Literacy, Special Populations, ESL, Program Improvement, Learner
Resources, and Research and Professional Development. Five Bulletins are
published each year from January to May. |
| Smith,
M.C. & Pourchot, T. eds. |
Adult
Learning and Development: Perspectives from Educational Psychology |
Mayway,
NJ, Lawrence Erlbaum, 1998 |
Perspectives
on adult development and learning are presented by educational psychologists
in order to contribute to adult education. Includes information on adult
intellectual function, thinking, and problem-solving skills and research
on adult learning domains. |
Taylor,
K.
Marienau, C. & Fiddler, M. |
Developing
Adult Learners: Strategies for Teachers and Trainers |
Jossey-Bass,
2000 |
Provides
a conceptual framework linking intentions and development, dozens of proven
activities framed by developmental intentions; and an examination of developmentally
focused educational practices. |
|
Website
|
Adult
Basic Education Teacher's Toolkit |
www-tcall.tamu.edu/toolkit/
COVER.HTM |
This
toolkit, from the Texas Education Agency, covers a wide range of ABE learning
concepts and approaches, including key considerations involving adult
development in the first few chapters. |
| Website |
Adult
Development Group |
ncsall.gse.harvard.edu
|
This
page is the portal to several studies conducted by the Adult Development
Group at the National Center for the Study of Adult Learning and Literacy
(NCSALL), a partnership with headquarters in Massachusetts. The studies
offer practitioners a fuller understanding of how adult learners view
their roles and add to practitioner's knowledge of what educational practices
and processes support learner growth and transformations in role competence |
| Website |
College
for Lifelong Learning Course Offerings |
www.cll.edu/programs/
prog_adln.htm
|
This
site lists academic programs for the College for Lifelong Learning in
Concord, NH, specifically courses that cover knowledge of unique elements
related to adult learning, such as the importance of experience in learning,
the ongoing cognitive development process, and the effects of aging on
the learning process; ability to apply knowledge about adult learning
to the design and teaching of learning activities and programs in a way
which makes them "adult friendly" and effective formats for
learning; and understanding of other important factors that are part of
adult learning, such as diversity and learning, the role of learning in
the workplace, and learning as a collaborative process. |
| Website |
NCSALL
(National Center for the Study of Adult Learning and Literacy) |
ncsall.gse.havard.edu |
NCSALL
is a joint project between Harvard University’s Graduate School of
Education, World Education, Rutgers University Graduate School of Education,
Portland State University, and the Center for Literacy Studies at the
University of Tennessee. It’s mission is to improve the quality of
practice in adult basic education, adult ESOL, and adult secondary education
programs through the use of research. NCSALL conducts research on topics
such as persistence and retention in adult education programs, the impact
of gaining a GED, the use of multiple intelligences theory in adult education,
and adult reading components which seeks to group learners using components
of reading ability and give input to creating a better assessment tool
for low level readers who are adults. NCSALL has a special emphasis on
connecting research and practice via many routes which include the publications
“Focus On Basics” and the Annual Review of Adult Learning and
Literacy as well as the PDRN (Practitioner Dissemination and Research
Network). |
| Website |
The
Center for Literacy Studies |
cls.coe.utk.edu/ |
The
Center for Literacy Studies strengthens adult literacy education in order
to equip adults with the knowledge and skills they need to be lifelong
learners and effective members of their families, communities and workplaces.
The Center links theory and practice through research, professional development,
partnerships, and building and sharing the knowledge of the field. The
website contains links to professional development information as well
as special online collections on topics such as health and literacy, science
and numeracy, literacy and learning disabilities, and workforce education. |
| Wrigley,
Heide Spruck, Guth, Gloria |
Bringing
literacy to life: issues and options in adult ESL literacy |
Aguirre
International for the U.S. Dept. of Education, Office of Vocational
and Adult Education, San Mateo, CA, 1992
email:
csoong@aiweb.com
|
This
is a highly regarded handbook for practitioners which links theory and
practice in adult literacy with a special focus on ESL Literacy. It contains
chapters on teaching approaches, curriculum, assessment, staff development
and technology, along with several curriculum units developed by teachers
in the field. The handbook uses promising practices culled from innovative
programs to illustrate engaged learning and adventurous teaching |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
All
additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
