| Author |
Title |
Publishing
Information |
Abstract |
| Ackland,
R. |
A
Review of the Peer Coaching Literature |
Journal
of Staff Development,Winter 1991
v12, n1 |
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. |
Bingman,
B.
Bell, B. |
Teacher
as Learner: A Sourcebook for Participatory Staff Development |
Peppercorn
title 5602
www.peppercornbooks.com |
Brings
together materials, reflections, and activities on planning, facilitating,
and evaluating staff development, plus resources and activities. Incl
writings by practitioners, practical strategies, and excerpts from other
sources. |
| Ciardiello,
A. |
Did
You Ask a Good Question Today? Alternatice Cognitive and Metacognitive
Strategies |
Journal
of Adolescent and Adult Literacy, Volume #42, Issue #3, November 1998 |
This article discusses how classroom instruction can be aided by training
students in question generation. It details specific strategies for helping
students learn how to ask good questions that address various levels of
critical thinking. It suggests that question generation helps the reader
concentrate on the material itself, make connections among ideas as a
basis for raising relevant questions, and develop internal cognitive processes. |
Cochran-Smith,
M.
Lytle, S. L. |
Inside/outside:
teacher research and knowledge |
Teachers
College Press, New York, NY, 1993 |
In
the first section of the this book, the primary authors describe their
vision for teacher research and underscore how it can offer valuable knowledge
within classes and in the field. In the section section, various pracititioners
describe their process of responding to particular teaching/learning needs
of their classes and how they engaged in reflective practice to address
a wide range of issues. While most teachers worked in a K-12 setting,
some adult education teachers are represented. |
| 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" |
| 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." |
| Fingeret,
H. A. |
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. |
| Horsman,
Jennifer |
Something
in my mind besides the everyday: women and literacy |
Women's
Press, Toronto, 1990 |
The
author of this 238-page study set out to challenge the myths of illiteracy
by listening to women's accounts of their own lives. She interviewed 23
women participating in literacy and training programs and workers in these
programs in rural Nova Scotia. She examines some of the myths about illiteracy
such as literacy will automatically improve lives; "illiterates"
can't think abstractly or use logic; and women are to blame for their
own illiteracy. She identifies social structures that support the myths
of illiteracy. The author makes a powerful case for valuing these womens'
experiences and recognizing that many left school for complex reasons
rather than lack of motivation. |
Lee,
E.
Menkart, D.
Okazawa-Rey, M. |
Beyond
heroes and holidays: a practical guide to K-12 anti-racist, multicultural
education and staff development |
Network
of Educators on the Americas, Washington, DC, 1998 |
This
book functions as a interdisciplinary guide for teachers, administrators,
students and parents. It offers lessons and readings developed by teachers
that show how to analyze the roots of racism, investigate the impact of
racism on all our lives, our families and our communities, examine the
relationship between racism and other forms of oppression such as sexism,
classism and heterosexism, and learn to work to dismantle racism in our
schools, communities and wider society. |
Lytle,
S.
Belzer, A.
Reumann, R. |
Invitations
to Inquiry: Rethinking Staff Development in adult Literacy Education |
Philadelphia,
National Center on Adult Literacy (NCAL), 1992
Download from: http://literacy.org/search/
detailed.html |
This
monograph introduces a model for inquiry-centered staff development in
which participants work collaboratively to conduct systematic inquiries
at their program settings, critically analyze current theory and research
from field-based perspectives, and make problematic the social, political,
and cultural arrangements that structure literacy learning and teaching
in particular contexts. |
| 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,
J. |
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." |
| Nieto,
S. |
Affirming
diversity : the sociopolitical context of multicultural education |
Longman
Publishers USA, Whiteplains NY |
Affirming
Diversity is a comprehensive presentation of the multicultural paradigm.
Sonia Nieto's holistic perspective holds that social and political realities,
school curricula and practices, and the multiple cultures of students
and their communities must be understood in tandem. In her view, multicultural
education entails a thorough pedagogical and structural reformation of
schooling, including a serious rethinking of tracking and testing, textbooks
and narrow curricula, and lack of student participation in their own learning.
Affirming Diversity is makes a good case for a democratic education that
"takes students seriously, uses their experiences as a basis for
further learning, and helps them develop into critical and empowered citizens."
|
| Owston,
R. |
Making
the Link: Teacher Prof Development on the Internet |
Portsmouth:
Heinemann |
Introduces
the Net as a powerfrul tool for developing collegial prof development
experiences. First explains the basic functions of Web browsers, email,
and search tools, and then shows how to use those tools to create a customized
PD action plan. Plans are based on building virtual prof communities and
conducting Net-based research. Includes research strategies, model plans,
etc. |
| Sapphire |
Push:
A Novel |
NY:
Vintage Contemporaries, 1997 |
Reader
review: "I first read this novel about two years ago and after talking
with an adult literacy expert I was surprised that this book was 'the'
book to read in terms of literacy and adults. This time I read for a different
purpose. I was interested in approaches used when teaching adults literacy
skills. Not just in the traditional sense of literacy but a broader concept
of literacy. I cried from the beginning to the end. Sapphire has to have
experience in working with adults. She knows just what it takes to keep
them interested and coming back to class. Precious is a very dynamic character.
Despite her poor literacy skills she has tremendous insight into the things
that people deem important. The growth of the main character was expertly
chronicled form beginning to end." |
Schneider,
M.
Clark, M. |
Dimensions
of Change: An Authentic Assessment Guidebook |
Adult
Basic and Literacy Educatiors, Seattle, 1993 |
Dimensions
of Change is the result of a project -- "Integrated Assessment: Being
Accountable to Students and Teachers" -- conducted by practitioners
in Washington state. It lays down a theoretical base for authentic assessment,
provides classroom stories to make the theory concrete, and includes an
interactive guide to developing your own assessment system. The appendices
contain a large number of assessment tools and a bibliography. The teachers'
edition is spiral bound to make it easier to lay flat for copying. This
edition includes permission to copy the assessment tools contained in
the appendices. |
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. |
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. |
| 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. |
| 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. |
| Website |
NCSALL
(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. |
| Weinstein,
G. |
Learners'
Lives as Curriculum: Six Journeys to Immigrant Literacy |
Delta Systems,
McHenry, IL, 1999
For ordering
information:
www.delta-systems.com/
|
This
book outlines a model for creating curricula that are truly based on the
lives of the learners. It explains how to use directed listening to elicit
a learner-generated text, and then how to transform the text into lessons
and eventually thematic units. Teachers who used the method to develop
curricula in this way describe six examples of the process. |
| 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 |
