| Author |
Title |
Publishing
Information |
Abstract |
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. |
Bigelow,
B.
Peterson, B. eds. |
Rethinking
Columbus: The Next 500 Years |
Rethinking
Schools, Limited, Milwaukee, WI, 1998 |
Why
rethink Christopher Columbus? Because the Columbus story is a foundation
for people's beliefs about society. Columbus is often a child's first lesson
about encounters between different cultures and races. The legend tells
us whose version of history to accept and whose to ignore. Most history
books tell the story of Columbus from one point of view. The MA ABE Social
Studies Framework encourages us to help learners understand historical perspective
and multiple viewpoints. This book includes more than 90 essays, poems,
interviews, historical vignettes, and lesson plans re-evaluate the myth
of Columbus and issues of indigenous rights. |
| Brief |
Techniques
for Authentic Assessment |
ERIC
practice application brief
Online: www.ercacve.org/
|
Draws
from several sources to describe types of authentic assessment (skills taught
in context), explain some of the advantages and challenges they present,
and highlight some best practices in design and implementation, with specific
examples from adult, career, and vocational education. |
| Ellsworth,
E. |
"Why
Doesn't This Feel Empowering?" |
Harvard
Educational Review, 1989
v19, n3
|
The
author maintains that the discourse of critical pedagogy is based on assumptions
that give rise to repressive myths. She reflects on her role as a White,
middle-class woman and professor developing an antiracist course with a
diverse group of students. She critiques the concepts of empowerment, student
voice, dialogue, and critical reflection. Her arguments are similar to those
expressed by George Demitrion in "A Critical Pedagogy of the Mainstream." |
| Herta-Marcias,
A. |
"Alternative
Assessment: Responses to Commonly Asked Questions" |
TESOL
Journal, Autumn 1995 |
Pits
alternative assessments against the criteria for validity and reliability
and declares it can fulfill both. What's more, "The data compiled on
individual students provide a clear picture of each student's development
through the various work samples and products collected. As an educator
looks at this picture, she can determine growth, areas of weakness, and
areas of strength." |
| 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. |
| Kerka,
S. |
Techniques
for Authentic Assessment |
ERIC practice
application brief, 1995
Online: www.ericave.org
|
Draws
from several sources to describe types of authentic assessment (skills taught
in context), explain some of the advantages and challenges they present,
and highlight some best practices in design and implementation, with specific
examples from adult, career, and vocational education. |
| 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. |
| McKenzie,
J. |
From
Now On |
Article
on Website
Download from: www.fno.org |
Jamie
McKenzie is recognized for being highly knowledgeable about the uses of
technology for instruction, but also for being aware of the pitfalls of
misguided uses or unforeseen difficulties. His articles have been collected
for downloading on this Website. Some titles are: "From Technology
Refusal to Technology Acceptance: A Reprise" (an examination of why
technology often does not fulfill its promise in educational settings);
"Secrets of Success: Professional Development that Works"; "Learning
Digitally" ("Learning digitally will only transform schools and
student performance if we make wise program decisions, invest mightily in
professional development, and emphasize strategic teaching."; and "Deep
Thinking and Deep Reading..." ("...are dual processors which inform
the search for truth and lead us toward insight and illumination." |
| 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,
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. |
| National
Center for Adult Literacy (NCAL) |
Captured
Wisdom, CD and Video |
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. |
|
Smolen, L.
Newman, C.
Wathen, T.
Lee, D.
|
"Developing
Student Self-Assessment Strategies" |
TESOL
Journal, Autumn 1995 |
A
very practical glimpse, thorough while brief, into the advantages of including
learners in assessment design, execution, and interpretation. Good ideas
about portfolio design, collected "showcase" work, and planning
ahead for assessment success. |
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.
|
| Tracy-Mumford,
F. |
Student
Retention: Creating Student Success |
National
Adult Education Professional Development Consortium, 1994
Monograph No. 2 |
Provides
a framework for establishing student retention goals and strategies that
clusters around three components: effective support (to sustain motivation
and foster persistence); quality instruction (to attain skills leading to
their goals and program completion); suitable program structures/policies
(to enable the support and instruction to be effective and assure systematic
applciation of the practices.). Effective practices to improve student retention
are provided as well, such as early intervention, and advice on establishing
a complete retention system within a program. |
| 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. |
| 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 |
Street
Law |
www.streetlaw.org |
Street
Law is practical, participatory education about law, democracy and human
rights. Through its philosophy and programs, Street Law empowers people
to transform democratic ideals into citizen action. There is information
on their website about the materials they have published and the training
they do. This includes materials on how to help learners use critical thinking
skills in the context of law and civic participation. Some lessons included
are mock trials, jigsaw activities on supreme court decisions which allow
students to "be the Supreme Court Justice" etc. |
| 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
Right Question Project |
www.rightquestion.org
|
From
their website "The Right Question Project, Inc. (RQP), a nonprofit
organization based in Cambridge, Massachusetts, USA, is simultaneously offering
an effective, easy-to-use educational strategy and a clear vision of how
to build a more democratic society." Their techniques teach people
how to formulate their own questions and focus on how decisions are made
in order to advocate for themselves and others.
|
| 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. |
| 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 |
