| Author |
Title |
Publishing
Information |
Abstract |
Comings,
J.
Sum, A.
Uvin, J. |
New
Skills for a New Economy: Adult Education's Key Role in Sustaining Economic
Growth and Expanding Opportunity |
Boston,
MassInstitute for a New Commonwealth (MassINC), 2000 |
This
study reveals that as many as a million adults in Massachusetts who have
already earned HS diplomas still lack the skills needed to contend with
the complexities of modern living. The researchers offer rationales for
increased funding for adult basic education, including its long-term cost
effectiveness, and present several recommendations for program design
and the system as a whole. |
| 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. |
| Fingeret,
Hanna Arlene |
Adult
Literacy Education: Current and Future Directions |
www.ericacve.org
ERIC 354391 |
What
is literacy? The definition has evolved from simple reading and writing
to literacy in social settings, to critical reflection and action. Who
has power in literacy education? Learner participation ranges from teachers
depositing information to instruction in which students participate in
developing materials, to participatory literacy efforts in which students
share power and responsibility for curriculum development, instruction,
and program management. What is the purpose of literacy education? Literacy
can be used for individual social mobility or for community development
and social change. Individually-oriented and community-oriented approaches
vary depending on which view of literacy underlies them. A number of issues
should be considered as adult literacy education is growing and evolving,
moving from a narrow view of literacy as discrete skills to a richer understanding
of the relationship between literacy, culture, and people. |
| Journal,
One Issue |
Issue
Topic: Accountability and Learner Assessment |
Field Notes
v10, n3
Online:
www.sabes.org/fn103.htm
|
This
issue contains a dozen articles ranging from statewide issues of creating
an accountability system in Massachusetts to assessment with learning
disabled learners. It also includes information about Equipped for the
Future's take on assessment as well as resources on standardized tests
which are used in ABE. |
| 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. |
Rice,
, J.K.
Stavrianos, M. |
Adult
English as a Second Language Programs: An Overview of Policies, Participants,
and Practices |
Washington,
DC: Mathematical Policy Research, Inc. and Research Triangle Institute,
1995. |
NO
ANNOTATION |
| Seufert,
P. |
Refugees
as English Language Learners: Issues and Concerns |
Online:
http://ericir.syr.edu/Eeric/
adv_search.shtml
ERIC Number 438741 |
Culture
orientation training is received by the approximately 78,000 to 90,000
refugees settled in the United States each year. In this text, commonly
asked questions concerning refugees' ethnic origins and English language
abilities are explored as well as program considerations for serving this
population. Topics of discussion are: who are the refugees and where are
they from; a comparison of overseas training to past training and the
implications for U.S. service providers; factors considered in setting
up instructional programs for refugees; recommended curricular approaches;
how employment skills can be integrated with ESL training; and how ESL
programs with limited funds offer support services, curriculum innovations,
and technology access to refugees. |
Sticht,
T.
Amstrong, W. |
Adult
Literacy in the US: A Compendicum of Quantitative Date and Interpretive
Comments |
San
Diego: San Diego Community College District, 1994 |
Funded
by the National Institute for Literacy (NIFL) |
Sticht,
T.
McDonald, B.
Erickson, P. |
Passports
to Paradise: The Struggle to Teaching and to Learn on the Margins of Adult
Education |
El
Cajon, CA: Applied Behavioral and Cognitive Sciences, Inc., 1998 |
Tthe
factors that help make adult literacy programs work, and in some cases
not work. It looks closely at the adult literacy system in an inner city
community in San Diego. Report divided into three parts: Part 1, The Struggle
to Learn, focuses on barriers to participation in adult literacy education,
how situational factors play a role in persistence and program retention,
and how various instructional actors such as class size, erratic attendance,
and turbulence (people being added and subtracted from the class) affect
learning. Part 2, The Struggle to Teach, focuses on the voices of teachers
and their reflections on the struggle to teach in a marginalized education
system, how the dynamics of students' lives and classroom turbulence affects
their work, and the challenges to teaching posed by great diversity due
to cultural factors and different levels of language and literacy skills.
Part 3, The Struggle to Be Better, focuses on activities to try to make
the adult literacy education system more effective. |
Van
Duzer, C.H.
Berdan, R. |
Perspectives
on Assessment in Adult ESOL Instruction |
Annual
Review of Adult Learning and Literacy, Volume 1.
Jossey-Bass, 2000
|
A very thorough overview of the main standardized tests being used in
programs, the challenges of assessing learners under WIA requirements,
and not by any means limited to ESOL. The authors argue that imposing
assessment testing on the field cannot have constructive results without
substantive changes first occurring in the field. Even includes ordering
information for most of the standardized tests commonly used in programs. |
| Website |
NCSALL
(The National Center for the Study of Adult Learning and Literacy) |
http://ncsall.gse.harvard.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 |
http://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. |
| Website |
The
Center for Literacy Studies |
http://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. |
| Website |
VALUE
(Voice for Adult Literacy United for Education) |
http://literacynet.org/value/
index.html |
This
is the website for the national group called VALUE, a non-profit organization
whose members consist of adult learners, adult learner organizations,
other individuals who support learner leadership, non-profit adult education
organizations, other kinds of non-profits, and corporations. VALUE’s
mission is to help adult learners become effective leaders in their education
programs. From that experience, learners can then apply their leadership
skills in their communities, workplaces, and families. They encourage
adult learners to have a voice and participate in their programs and communities
through: recruitment of new learners into adult education programs, retention
of learners in programs by providing support so learners don’t drop
out. The website provides information not only about the organization
but also a newsletter, sections on learners as writers and as advocates,
as well as resources for learners and practitioners interested in developing
learner leadership skills. |
| 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 |
