| Author |
Title |
Publishing
Information |
Abstract |
| Ackland,
R. |
A
Review of the Peer Coaching Literature |
Journal
of Staff Development, Volume #12, Issue #1, Winter 1991 |
This
article focuses on peer coaching with teachers. The origins, characteristics,
and objectives of peer coaching are explored. Programs are divided into
two basic forms: coaching by experts and reciprocal coaching. Recommendations
for design and implementation are presented. The article includes a list
of specific topics related to peer coaching and resources for getting
more in depth information on them. It also includes a list of questions
a program or teacher should consider when setting up a peer coaching experience. |
Adkins,
M. A.
Sample, B.
Birman, D. |
Mental
Health and the Adult Refugee: The Role of the ESL Teacher |
/www.ericacve.org
ERIC Number 439625 |
This
article focuses on how teachers can help adult refugees and immigrant
learners make significant progress in adjusting to a new life in an unfamiliar
culture. It discusses the qualities of mental health, stresses faced by
refugees, and three things that teachers can do to help their students
adjust. |
|
Haddock, S.
Ross, P.
Hofer, J.
|
Together
We Bloom: Women Speaking Out Against Domestic Violence |
Greenfield,
MA, Literacy Project, 1998 |
The
six women featured in this documentary originally met in a GED class.
They formed a women's support group for the explicit purpose of exploring
the issue of domestic violence and later created this video and guide
to encourage others to address the issue of domestic violence responsibly. |
| Horsman,
J. |
Drawing
the Line Kit |
Online:
www.nald.ca/Province/Sask/SLN/
Resource/newords/drawline.htm |
Saskatchewan
Literacy Network developed the Saskatchewan Level 2 Drawing the Line Kit
to provide literacy workers with the information they need about violence
and learning, and drawing the line between tutoring and counseling. The
kit is based on the research, experience, and writings of Dr. Jenny Horsman,.
Highlights of the Drawing the Line Kit include: Naming the presence of
violence, Balancing needs and respecting boundaries, Bringing the whole
person to learning and Taking safety seriously. See also her website:
www.JennyHorsman.com |
| Horsman,
J. |
Too
Scared to Learn: Women, Violence, and Education |
Mahway,
NJ: L. Erlbaum Associates, 2000 |
Jenny
Horsman - a community educator and researcher who has spent more than
two decades in the literacy field - has established herself as the foremost
voice on the effects of trauma on the educational efforts of adult women
learners. See also her website: www.JennyHorsman.com |
| Isserlis,
J. |
Trauma
and the Adult English Language Learner |
www.ericacve.org
ERIC Number 444397
Also at:
www.cal.org/ncle/DIGESTS/
trauma2..htm |
This
article describes trauma and abuse in immigrant communities, discusses
the effects of trauma on learning, and suggests ways in which practitioners
can modify their practice to facilitate learning among victims of trauma
and violence. It includes a bulleted list of implications for practice. |
| Kegan,
R. |
How
the Way We Talk Can Change the Way We Work : Seven Languages for Transformation |
Jossey-Bass,
San Fransisco, CA, 2000 |
From
Amazon.com "Language is the primary tool by which we communicate.
Kegan and Lahey argue, though, that the words we use do more than represent
feelings and attitudes. The very choice itself of one word or expression
over another can determine feelings and attitudes and--most importantly--actions.
Kegan is a Harvard professor of education; Lahey is a psychologist specializing
in adult development. In order to demonstrate their complex concept of
the role of language in transformational learning, they offer this book,
in part, as an instruction manual for collaborative exercises in self-assessment.
They identify seven languages that one should adopt to overcome both internal
and organization resistance to change. Four of the languages are internal
on personal. For example, one should use the "language of personal
responsibility" to replace the "language of blame." The
other three languages are social. Here, for instance, the "language
of public agreement" supplants the "language of rules and policies."
The authors conclude with examples of ways "to deepen [the] practice
of all seven languages." |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
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additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
