| Author |
Title |
Publishing
Information |
Abstract |
| Action
Research Group on Learning Disabilities |
If
only I could--read, write, spell: identifying and helping adults who find
learning difficult in Seeds of Innovation |
Tennessee Literacy Resource Center, Knoxville, TN, Fall 1994 |
If
Only I Could" is the result of an action research poject undertaken
by seven Tennessee adult basic education practitioners. It addresses issues
of assessment and instructional strategies, and includes an annotated
bibliography of materials helpful to teachers of students with learning
disabilities. |
Barndt,
D.
Cristall, F.
Marino, D. |
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. |
| Bell,
Jill |
Teaching
multilevel classes in ESL |
Dormac,
San Diego, CA, 1988 |
This
book is intended to provide the teacher of multilevel classes with a practical
guide. The book reveals the challenges and the advantages of the multilevel
class, as well as the problems inherent in developing a curriculum for
such a class. Jill Bell uses numerous examples from her own teaching experiences,
and includes suggestions for activities and exercises which can be used
with these classes. She also shows how these activities can be adapted
to suit the interests and abilities of particular classes, and provides
a wealth of suggestions for evaluation and assessment. |
|
Christison,
M. A.
Kennedy, D.
|
Multiple
Intelligences: Theory and Practice in Adult ESL
|
|
This
article underlines the basic tenets of Multiple Intelligence (MI) Theory
and describes how it has been applied in teaching ESOL to adults. MI
Theory broadens the traditional view of intelligence. MI Theory maintains
that all humans have at least eight different intelligences that represent
a variety of ways to learn and demonstrate understanding. Teachers who
use MI to inform their curriculum development find that they gain a
deeper understanding of their students' learning preferences and a great
appreciation of their strengths, which generally results in higher levels
of student engagement.
|
| Daloz,
L.A. |
Mentor:
Guiding the Journey of Adult Learners |
Jossey-Bass,
1999 |
Drawing
on the myth of Mentor as companion and advisor to Odysseus, preeminent
educational mentoring expert Laurent A. Daloz uses the metaphor of the
mythic journey as a way of making sense of life's changes. He looks closely
at what good teachers and mentors actually do, and inspires post-secondary
educators to think of their work in fresh new ways. |
| Daloz,
L. A. |
Effective
teaching and mentoring |
Jossey-Bass,
San Fransisco, CA, 1986 |
The
primary purpose of "Effective Teaching and Mentoring" is to
offere new perspectives for understanding adult learners and to suggest
in concrete, practical ways based on current developmental theory how
we can work more effectively to improve the quality of their educational
experience. Chapters include: "Three Useful Maps of How Adults Change
& Develop," "The Unsettling First Steps of and Educational
Journey," and "How Learning Changes the Learner" |
Fingeret,
H.
Drennon, C. |
Literacy
for Life: Adult Learners, New Practices |
NY:
Teachers College Press, 1997 |
NO
ANNOTATION |
| Gillespie,
M. |
Many
literacies: modules for training adult beginning readers and tutors |
Center
for International Education, Amherst, MA, 1990
|
This
very accessible work summarizes and applies research in modules that provide
strategies for teaching reading and writing. |
|
Holcomb,
T.
Peyton, J. K.
|
ESL
Literacy for a Linguistic Minority: The Deaf Experience
|
|
This
article offers possible explanations for the difficulties deaf individuals
face when dealing with work related reading, writing, and communication
with co-workers. The article also describes new approaches in deaf education
that show promise for improving the literacy skills of deaf students.
|
| 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. |
| Leonelli,
E. |
The
ABE Math Standards Project |
Malden,
MA (MassDOE), Massachusetts ABE Math Team, 1994
Call 781-338-3833 for possible copy. |
"Main
funding came as an award from The National Institute for Literacy Grant
Program to Holyoke Community College in collaboration with SABES and The
Massachusetts Department of Education." Vol. 1. The Massachusetts
adult basic education math standards -- Vol. 2. Implementing the Massachusetts
adult basic education math standards: our research stories. |
| MacArthur,
C.A. |
"Using
Technologies to Enhance the Writing Processes of Students with LD" |
Journal
of Learning Disabilities
v29 n4
www.ldonline.org/ld_indepth/
technology/tech_writing.html
|
Reviews
the ways that computers can support writing by students with learning
disabilities, with an emphasis on applications that go beyond word processing.
Following an overview of research on word processing is a discussion of
software that assists with the basic prediction, and grammar and style
checkers. Next, applications that support the cognitive software, and
multimedia applications. Finally, the use of computer networks to support
collaboration and communication with diverse audiences is addressed. |
Meyer,
V.
Keefe, D. |
Reading
for Meaning: Selected Teaching Strategies |
Glenview,
IL: Scott, Forseman, 1990 |
"Lifelong
Learning Books." Includes index |
| National
Adult Literacy and Learning Disabilites Center |
Bridges
to practice: a research-based guide for literacy practitioners serving
adults with learning disabilities |
The
National Adult Literacy and Learning Disabilities Center, Washington,
DC, 1999 |
Guidebook
1: Preparing to serve adults with learning disabilities -- Guidebook 2:
The assessment process -- Guidebook 3: The planning process -- Guidebook
4: The teaching/learning process -- Guidebook 5: Creating professional
development opportunities -- Bridges to systemic reform (videocassette) |
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. |
| Smoke,
T. (ed) |
Adult
ESL: Politics, Pedagogy and Participation in Classroom and Community Programs |
Mahwaw,
NJ: L. Erlbaum Associates, 1998 |
This
book presents a range of models for drawing on learners' strengths in
teaching adult ESL. |
Tate,
M.
Alexander, J. |
"Teaching
Critical Evaluation Skills for World Wide Web Resources" |
Computers
in Libraries
Nov/Dec 1996 |
The
authors argue that merely helping an adult learner access the Web is not
enough. Instruction must also involve helping learners to critically evaluate
resources. The provide a sample lesson plan and several effective strategies.
|
| 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. |
| Video |
Captured
Wisdom, CD and Video |
National
Center for Adult Literacy (NCAL)
To Order:
www.ncrel.org/cw/al/
|
This
is an interactive multimedia resource designed to help inform educators
of successful technology integration practices in adult education environments.
Captured Wisdom shows innovative, replicable activities, discussed by
front-line classroom educators and learners so that other teachers can
feel they have had an opportunity to actually visit the classes and chat
directly with the learners and teachers about their work. |
| Warschauer,
M. |
Electronic
Literacies: Language, Culture, and Power in Online Education |
Mahwaw,
NJ: L. Erlbaum, 1999 |
A
study of the challenges and contradictions that arise as culturally and
linguistically diverse learners engage in new language and literacy practices
which use technology, particularly the internet. This book is one of the
first to present research on the role of the internet and other technologies
in the development of language and literacy, and considers how the nature
of reading and writing is changing and how those changes are being addressed
in the classroom. It's based on a 2 year ethnographic study of the uses
of the Net in four language and writing classrooms. Includes data from
interviews with students and teachers, classroom observations, and analysis
of student's texts. |
| Website |
Adult
Literacy Resource Institute Inquiry Maps |
www2.wgbh.org/mbcweis/ltc
/alri/I.M.html |
This
includes conversation about Project-based Learning, Inquiry Maps and the
Internet. This conversation is followed by two articles by David Rosen,
which are based on excerpts from the conversation. It explains what project-based
learning and inquiry maps are and how to use them in the classroom. The
site uses examples from student experiences and shows how to expand upon
them. There are also links to more information about this topic. |
| Website |
LiteracyList |
www.alri.org/literacylist.html |
The
Literacy List is a large collection of free Adult Basic Education and
ESL/ESOL Web sites, electronic lists ("listservs"), and other
internet resources for adult basic skills learners and teachers. The resources
have been suggested by adult literacy and ESOL practitioners. Links to:
Websites for Teachers and Students; Free Internet Tools for Teachers and
Students; E-mail, Internet Service Providers, Web space, Web boards, and
Online Survey and Database Websites; Electronic Lists; Lesson Plans; Software
Reviews; Fundraising and Grant Information; Webpage Design Tools; On-line
Training Resources; MOO's; Web-based Virtual Field Trips; and An Eclectic
Collection of Other Good Websites |
| Website |
NCSALL
(National Center for the Study of Adult Learning and Literacy) |
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
Adult Numeracy Network: Teachers, Students, and Math Working Together |
www.std.com/anpn/ |
The
A.N.N is a community dedicated to quality mathematics instruction at the
adult level. From their mission statement "We support each other,
we encourage collaboration and leadership, and we influence policy and
practice in adult math instruction." The website includes mathematics
activities involving multi-sensory models, archives of a mathematics e-mail
listserv for adult educators, full text articles written by adult educators
about teaching math, and many links to other numeracy related websites.
Check out the link to "Adult Numeracy page" for many online
and printable math activities. |
| Website |
The
Center for Media Literacy |
www/medialit.org |
"A
democratic civilization will save itself only if it makes the language
of the image into a stimulus for critical reflection, not an invitation
to hypnosis." -Umberto Eco This is a quote which appears on the Center
for Media Literacy’s website. The Center’s mission is to help
individuals learn to use critical thinking skills in accessing, analyzing,
evaluating and creating media. The website provides numerous full text
articles on topics such as violence and the media, how to analyze media
messages, what parents should know about children and television, how
the media shapes society, and how students can learn critical thinking
skills along with literacy skills in the production of media. |
| Website |
The
Literacy Assistance Center's (LAC) |
www.lacnyc.org/resources/
curricula.htm |
This
website contains many lesson plans for use with adult learners on such
topics as writing dialogue poems, creating a time capsule, the alphabet
game, a fun icebreaker that can be used with adults in ESOL or ABE classes,
and how to research jobs online. The lesson plans are broken down by category.
The following categories are listed: general, Workforce development, ESOL,
and Children, Youth, and Family Literacy. |
| Website |
The
website for the Health & Literacy Compendium |
www.worlded.org/us/health/
docs/comp/ |
The
Health and Literacy Compendium includes over 80 citations to print and
Web materials available in North America that cover such topics as: how
to assess and develop easy-to-read health education materials, how to
teach literacy using health content, information about the literacy field
and "participatory" education methodologies as well as Curricula
and materials on a variety of health topics for adults with limited literacy
skills. |
| 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. |
| 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 |
