by Esther Prins — 2011
Drawing on data from a qualitative, longitudinal study, this article explores how former adult literacy participants in rural El Salvador conceptualized the cultural model of educación, a model encompassing academic knowledge and social competence. The article identifies how adults understood the meanings of and pathways to educación, its relationship with schooling and print literacy, and implications for research and practice.
by Jennifer A. Sandlin & M. Carolyn Clark — 2009
We explore how political master narratives impact the production of local narratives in the context of adult literacy education. Using Burke’s pentad to analyze adult literacy success stories from 1978 to 2005, we show how the shift from a liberal to a conservative political master narrative is reflected in the stories as a change of agency from the program to the individual learner, a shift that serves to undermine the purpose of the stories themselves. We argue for the creation of a counternarrative that will better serve the interests of adult literacy students by emphasizing the broader scene in which they labor—stories that foreground the structural and cultural contexts that constrain and limit possibilities for human growth.
by Chen Schechter — 2006
This article explores the doubting process as an emerging concept in school reform. After introducing the concept of doubt and its importance in educational reform, the article exemplifies a secondary school principal who doubted core pedagogical practices.
by Deborah Brandt — 2003
This article looks at the literacy learning experience of an auto worker turned union representative; a blind computer programming; two bilingual autodidacts; and a former Southern sharecropper raising children in a high-tech university town.
by Susan Meyer — 2003
The document describes using structured journaling or personal transformative learning. Life history and focused journaling serve as the basis for a life planning workshop for women. Utilizing structured life history and framing a reflective process through journaling exercises and analysis, the workshop leaders encourage an examination of assumptions that may lead to personal transformation.
by Victoria Marsick & Jack Mezirow — 2002
An introduction to a series of articles on transformative learning
by Ted Fleming — 2002
A discussion of key ideas from Habermas that are important for delineating the social dimension in transformation theory.
by Elizabeth Kasl & Lyle Yorks — 2002
An extension of transformative learning theory and consideration of collaborative inquiry as a strategy for facilitating transformative learning.
by The European-American Collaborative Challenging Whiten — 2002
This case narrative describes how Cooperative Inquiry helped participants understand the dynamics of racism, transform personal consciousness about cultural imperialism, and change behavior.
by Dorothy Ettling — 2002
A report on the use of transformative learning in collaboration with women in transition from situations of domestic violence.
by Michael Russell & Tom Plati — 2001
An examination of the impact of the mode of test administration on student performance
by Kevin Dougherty & Marianne Bakia — 2000
This article analyzes the content, origins, and impact of the community college’s now very widespread involvement in contracting with employers to train current or prospective employees in job and academic skills.
by Elizabeth Moje — 2000
The author uses research with gang-connected youth to show how they learned and used unsanctioned literacy practices as communicative, expressive, and transformative tools for shaping their social worlds, their thoughts, and their identities.
by Allan Luke — 1995
Using historical and contemporary perspectives, the paper argues that reading is a malleable social practice with identifiable moral and ideological consequences
by Vivian Gadsden — 1994
A look at the intergenerational nature of literacy and life-span development of individual family members
by Nancy Hornberger — 1990
An examination of strategies used by elementary teachers to serve linguisticially and culturally diverse student populations
by Stephen Brookfield — 1984
Eduard Lindeman's book, "The Meaning of Adult Education," and its continued importance in higher education is discussed. Lindeman's thoughts on adult education and its social function and aesthetic relevance are explored. The use of discussion groups as a method of educational discourse is advocated.
by David Bronson — 1977
From the study of communication the following principles may be applied to a theory of teaching: 1. that communication is exchange; 2. that information resolves uncertainty; 3. that guessing is pattern-matching; 4. that patterns are more or less inclusive. This paper offers a discussion of the four principles cited above.
by Roger Golde — 1974
This article is an examination of one particularly crucial and generally overlooked aspect of teaching: what the author calls "translation."
by Mary White — 1974
The author describes four routes by which a teacher can find out if her pupils are learning: 1. By asking them questions in class; 2. By checking their homework; 3. By scoring their tests which she devises; 4. By computing their scores on standardized tests.
by Gilbert Voyat — 1970
Reading, as a necessary skill to be acquired, is as old as Egyptian history, but even now, a significant portion of the population fails to acquire it. The problem, then, is to understand why.
by Fred Busch — 1970
The author contends that the bland, insipid content of first-grade readers not only complicates the process of "learning to read," but may, in fact, later contribute to an adolescent's anxiety.
by Sara Zimet — 1970
An examination was made of the sex role models portrayed in primary reading texts during six contiguous historical periods in the United States from 1600 to 1966.
by Adeline Gomberg — 1970
The author sketches here the story of a Philadelphia experiment in which workshops were organized for teaching the parents of Head Start pupils how to teach their children to learn.
by Clarence Barnhart — 1949
The more significant of Dr. Thorndike's contributions to lexicography are described in this article. Thanks to his influence, all school dictionaries now have readable type.
by Elvion Owen — 1949
The author is suggesting that despite his distrust of conventional rules, Professor Thorndike, to the extent that he is himself at all unconventional, becomes so only through excess of conservatism. The question that arises is whether some connection can be traced between his practice and his opinions.
by Irving Lorge — 1945
A description of the Thorndike-Lorge Reading Test. The Thorndike-Lorge Test is planned as a general test of silent reading comprehension. It includes all the important factors in silent reading with reasonable weight for each factor.
by Edward Thorndike — 1921
Consider these simple questions: How many English words should the ordinary boy or girl know the meanings of at the end of Grade 8? Which words should all or nearly all pupils know at that stage? In what grades and in what connections should they be learned?
by Mark Bauerlein — 2005
A summary of The National Endowment for the Arts study "Reading at Risk: A Survey of Literary Reading in America."
by Timothy Shanahan & Cynthia Hynd-Shanahan — 2006
Reading instruction has been reformed successfully in the primary grades, but with no consequent improvement in adolescent literacy. This commentary asks the question: What changes can the states and federal government make to education policy that will boost adolescent reading achievement?
