| Author |
Title |
Publishing
Information |
Abstract |
| Fingeret,
Hanna Arlene |
It
Belongs to Me: A Guide to Portfolio Assessment in Adult Education Programs |
Literacy
South, Durham, NC, 1993 |
This
book is a practical guide for educators searching for alternative means
of assessing how students learn as well as realizing the practical application
of that learning. "It Belongs to Me" offers techniques that
benefit students and instructors alike. It carries the readers through
five stages of portfolio assessment which include: choosing, planning,
implementing, evaluating, and revising. |
| 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 |
| Journal,
All Issues |
Adventures
In Assessment |
Published
by SABES (the System for Adult Basic Education Suppor
Online:
www.sabes.org/resources/
adventures/index.htm |
Adventures
in Assessment is published as an annual volume by SABES and provides a
forum for adult literacy practitioners to critically reflect upon a range
of issues and experiences pertaining to alternative assessment. It is
a staff development journal for authors reflecting on their own experiences
and sharing with others, as well as for readers interested in looking
at other ways to do assessment in their programs and classrooms. This
is available at your local RSC and online at www.sabes.org. |
| Kegan,
R. |
Toward
a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures
of Mind" |
NCSALL
Report 19A
http://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. |
| Nunan,
D. |
The
Learner-Centred Curriculum |
Cambridge
University Press, Cambridge England, 1988 |
Traditionally,
curriculum has been thought of as a statment of what SHOULD BE done in
a course of study. This books takes as it's starting point, what IS being
done by language teachers in their classrooms. Mr Nunan puts forth in
the course of this book, a model for a negotiated curriculum which involves
collaboration between teachers and learners. |
Schneider,
M.
Fingeret, H.A.
McGrail, L. |
Phenomenal
changes: stories of participants in the Portfolio Project |
Literacy
South, Greenboro, NC, 1996 |
This
book is the story of Literacy South's three year portfolio assessment
project. "Phenomenal Changes" tells the story of the project
in the words of the participants and explores outcomes, including some
unexpected ones. This publication gives valuable insights into the richness
of learning that can arise when teachers have an opportunity to reflect
deeply about their work. |
Shank,
C.
Terrill, L. |
Teaching
Multi-Level ESOL Classrooms |
Online:
www.cal.org/ncle/digests/
shank.htm
ERIC 383242 |
In
multilevel adult English as a second language (ESL) classes, teachers
are challenged to use a variety of materials, activities, and techniques
to engage the interest of the learners and assist them in their educational
goals. This digest recommends ways to choose and organize content for
multilevel classes; it explains grouping strategies; it discusses a self-access
component, independent work for individual learners; and it offers suggestions
for managing the classes. |
| Vella,
J. K. |
Taking
Learning to Task: Creative Strategies for Teaching Adults |
Jossey-Bass,
San Fransisco, CA, 2000 |
Jane
Vella writes with one basic assumption: that learning is most effective
when teachers involve their students in the learning process. In Taking
Learning to Task, Vella shifts the spotlight from teaching tasks to learning
tasks. Unlike traditional teaching methods, learning tasks are open questions
leading to open dialogue between teacher and learner. To illustrate this
unique approach, Vella provides seven steps to planning learning-centered
courses, four types of learning tasks, a checklist of principles and practices,
critical questions for instructional design, key components for evaluation,
and other tools. She also shares real-world examples of successful learning
programs, including online and distance-learning courses. Taking Learning
to Task is a hands-on, practical guide to designing effective learning
tasks for diverse learners and diverse content. |
| Vella,
J. K. |
Training
through Dialogue:Promoting Effective Learning and Change with Adults |
Jossey-Bass,
San Fransisco, CA, 1995 |
"Training
Through Dialogue" applies the principles of adult learning to the
tasks of designing and implementing educational programs. She draws on
the field of popular education, in which learners are essentially partners.
Through numerous examples in a variety of settings, Vella illustrates
the effectiveness of her train-the-trainer program: in Chile with community
health educators, in rural Arkansas with small business developers, in
New England with trainers from diverse nonprofit organizations etc. Each
chapter ends with a summary that invites critique and suggestions and
presents indicators of changed behavior from individuals who took part
in that particular program. |
Vella, J.
Berardinelli, P.
Burrow, J. |
"How
Do They Know They Know?": Evaluating Adult Learning
|
Jossey-Bass,
San Fransisco, CA, 1997
Ordering info available at
www.wiley.com/Corporate/
Website/Objects/Products/
0,9049,105004,00.htm
|
The
book provides educators and trainers with a practical tool for determining
the effectiveness of the teaching and learning that takes place in their
classrooms. Describing evaluation as a process of accountability, the
authors take readers step by step through their approach, which connects
evaluation to program planning and engages learners as partners throughout.
|
| Wrigley,
H.S. |
"Knowledge
in Action: The Promise of Project-Based Learning" |
Focus on
Basics, December 1998
v2, nD
|
This
article describes the history, process, and strategies involved in doing
project-based learning with adult learners. It discusses the role of the
teacher in project based learning as well as the many benefits and skill
gains on the part of students who take ownership of the project. |
| 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 |
