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Adult Education


Articles
by Patriann Smith, Jehanzeb Cheema, Alex Kumi-Yeboah, S. Joel Warrican & Melissa Alleyne — 2018
This study examines the way in which 15-year-old 9th and 10th grade Trindiadian bidialectal adolescent youth self-identified linguistically on the 2009 Programme for International Student Assessment (PISA) literacy assessment and explores their reading, math, and science literacy performance based on their self-identification as native English and non-native English speaking students. Findings showed large and significant differences between “self-identifying native” and “self-identifying non-native” speakers of English, with higher mean scores for the former group in all three assessed areas of literacy as measured in English.

by Lyle McKinney, Andrea Burridge & Moumita Mukherjee — 2017
Postsecondary certificates, a key component of career and technical education in the United States, have the potential to reduce poverty, put displaced workers back to work, and meet the changing demands of local labor markets. This study used a nationally representative data set to compare key educational outcomes of occupational certificate students across three postsecondary sectors: community colleges, public career and technical centers, and for-profit institutions.

by Lyle Yorks & Aliki Nicolaides — 2013
This paper makes an argument for an integral approach for facilitating generative learning by adult learners under conditions of complexity. The focus is on applying adult development theories for enhancing the learner’s capacity for learning how to learn through experience with examples from six years of prototyping this generative learning approach in graduate classes.

by Korina Jocson & Elizabeth Thorne-Wallington — 2013
In this article, the authors borrow the term literacy rich environment (LRE) from childhood literacy to account for the changing nature of physical environments that embody a range of information and communication technologies. Different factors such as race and income are considered to situate LREs in relation to schools and neighborhoods. The confluence of factors is illustrated through the use of geographic information systems (GIS) where geospatial relationships between LREs and educational and cultural institutions are made explicit.

by Elli Schachter & Inbar Galili-Schachter — 2012
The article introduces the concept of identity literacy—readers’ proficiency and willingness to engage the meaning systems embedded within texts and to consider adopting them as part of their own personal meaning system. The article describes a study of teachers implicitly guided by the goal of teaching students to read texts in this manner.

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 Gary Fenstermacher — 2008
Most approaches to education “begin with the end in mind,” that is, start with a conception of an educated adult (much as we do in the Educated Person Exercise) and then work backwards to determine how to achieve desired outcomes. In this chapter Gary Fenstermacher attempts a very different approach: he examines our attempts to educate young people and tries to determine our actual rather than avowed focus. He discovers an emphasis on academic achievement and educational equity (both laudable goals)—to the exclusion or assumption of other critical aspects of being a responsible adult, a democratic citizen, and an educated person.

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 James Gallagher — 1979
In every field of endeavor each generation leaves a mixed legacy to the next. Along with the hard-won wisdom that comes from experience and the progressive accumulation of knowledge, collections of misinformation and misjudgments that can only be explained by understanding the temper and biases of the times are also passed along. As an antidote to any misplaced confidence that we at last have the tiger of education for the gifted by the tail, it may be useful to catalogue some unsolved issues or misguided efforts that have been created or accepted by the present generation and which we are in danger of turning over to the next generation.

by Lynn Fox — 1979
For the purpose of this chapter, the term "programs for the gifted" will be used loosely to encompass a wide variety of means of providing learning experiences for children of well above average general intellectual and/or specific academic aptitude. In some cases the discussion is also relevant to specific nonacademic abilities that are provided for within the curriculum of many schools, by such offerings as art, music, and athletics.

by Sandra Kaplan — 1979
Although a good deal of information concerning the language arts and social studies curriculum for the gifted is well articulated and readily available in the literature, there is a gap between this information and its application in classroom practice. Several factors contribute to this situation.

by James Squire — 1977
The three decades since the publication of the forty-third yearbook, when the Society last looked at the teaching of English, have seen profound changes in the educational environment materially affecting the learning of language and literature in our schools. However evolutionary many of these changes have seemed, their cumulative impact can be suggested merely by reviewing a few of the major developments.

by Walter Petty, Dorothy Petty, Anabel Newman & Eloise Skeen — 1977
Just what language abilities does an individual need? Are there different levels of language competency an individual needs for various tasks and at different stages of maturity? Are the competencies needed by the elementary school child different from those of the high school student? Most importantly, what are the competencies needed by the individual who is no longer a student in the school-attending sense? Can these competencies be described? Are some more essential than others? A former Oregon state superintendent put the issue bluntly and in context with these questions: "What competencies are required for America's young people to survive during the last quarter of this century? What survival skills are needed to cope successfully with life as a citizen, wage earner, consumer, and learner?" The purpose of this chapter is to respond to these questions, to attempt to list and define the language competencies essential for coping in our society. Of necessity, these are broadly stated, since they must encompass the needs of both children and adults in a wide range of societal and economic settings and with a wide range of individual needs and abilities. It is hoped that they will serve as bases for further examination of programs and objectives, and possibly as criteria against which both teaching decisions and student achievement may be measured. It is the task of the reader to make thoughtful application of the statement of competencies to the specific needs of a given set of learners.

by Deborah Ruth — 1977
How can we be so sure that television does not do more educating than we think?

by Helen Lodge — 1977
Courses of study, textbooks, and teachers' statements of their instructional goals all assure the reader that concern with building moral values is an important outcome of the study of English. Despite changes that have altered landmarks in English instruction in the last twenty years, the examination of values and the gradual formulation of a coherent code of ethics have remained a desired outcome of instruction in the English language arts.

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Book Reviews
by Nan Li (ed.)
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by Patricia Cranton
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by Thomas M. McCann, Rebecca D’Angelo, Nancy Galas, & Mary Greska
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by Kathy Peno, Elaine M. Silva Mangiante, & Rita A. Kenahan (Eds.)
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by Carrie J. Boden Mcgill, Kathleen P. King (Eds.)
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Resources
  • Discourse and Sociocultural Studies in Reading
    This article seeks to develop an integrated perspective on language, literacy, and the human mind, a perspective that holds important implications for the nature of reading, both cognitively and socioculturally.
  • Mentoring & Tutoring
    Mentoring & Tutoring has quickly become the major resource to exchange information on mentoring and tutoring particularly in schools, further and higher education, hospitals, industry and the management professions.
  • Transformative Learning Centre
    The Transformative Learning Centre (TLC) was created in September of 1993 by the coming together of several OISE Faculty members, some students and interested community partners. What the various faculty members, students and community members were looking for was a way of creating a stronger sense of community and collaboration in broad areas of environmental, feminist, anti-racist, aboriginal, adult and popular education theory and practice.
  • Transformative Learning: promoting change across cultural worlds
    A study of mature-age trainee teachers of technology studies (who had previously been tradespeople) as they initially reproduced significant aspects of their former workplace culture within classes at an institute of education.
  • Education, Communication & Information
    Education, Communication & Information (ECI) is a major new journal dedicated to exploring the interaction of innovations in educational theory, practice and technologies.
  • National Center for the Study of Adult Learning and Literacy
    The mission of the National Center for the Study of Adult Learning and Literacy (NCSALL, pronounced nick-saul) is to conduct the research, development, evaluation, and dissemination needed to build effective, cost-efficient adult learning and literacy programs.
  • XFR: Experiments in The Future of Reading
    An exhibition of experiments in the future intersection of reading and digital technology
  • Studies in Continuing Education
    Studies in Continuing Education is a scholarly journal concerned with all aspects of continuing, professional and lifelong learning. It aims to be of special interest to those involved in continuing professional education, in-service training, staff development, training and development, and human resource development.
  • The National Adult Literacy and Learning Disabilities Center
    The National ALLD Center is funded by the National Institute for Literacy under a cooperative agreement with the Academy for Educational Development in collaboration with the University of Kansas Institute for Research in Learning Disabilities.
  • Towards the Goal of Adult Literacy
  • International Journal of Intercultural Relations
    IJIR is dedicated to advancing knowledge and understanding of theory, practice, and research in intergroup relations.
  • National Center on Adult Literacy
    The National Center on Adult Literacy (NCAL) was established in 1990 with a major grant from the U.S. Department of Education.
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