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Author : Betty Arnett Ward
Publisher : Unknown
Page : 140 pages
File Size : 49,8 Mb
Release : 1961
Category : Adult education
ISBN : UIUC:30112043229068
Author : Betty Arnett Ward
Publisher : Unknown
Page : 126 pages
File Size : 51,8 Mb
Release : 1961
Category : Electronic
ISBN : OCLC:1044317397
Author : National Library of Australia
Publisher : National Library Australia
Page : 1976 pages
File Size : 42,9 Mb
Release : 1988
Category : Australia
ISBN : 8210379456XXX
Author : Phillip Worner Jones
Publisher : Unknown
Page : 56 pages
File Size : 50,9 Mb
Release : 1990
Category : Basic education
ISBN : STANFORD:36105110857047
Author : Hughes, Nora,Schwab, Irene
Publisher : McGraw-Hill Education (UK)
Page : 394 pages
File Size : 40,6 Mb
Release : 2010-02-01
Category : Education
ISBN : 9780335237364
Offers guidance on how to work with adult learners to develop literacy skills and includes case studies of real student experiences and practical suggestions for teaching, planning, and assessment.
Author : Susan McShane
Publisher : Unknown
Page : 196 pages
File Size : 54,6 Mb
Release : 2013-01-27
Category : Education
ISBN : 1482081415
Reading is the most basic of skills. Reading provides access to other skills andknowledge, facilitates life-long learning, and opens doors to opportunity. The NationalInstitute for Literacy is authorized by the U.S. Congress to collect and disseminateinformation on the components of reading and the findings from scientific research. TheNational Center for Family Literacy fully endorses the national emphasis on reading andthe efforts to promote scientifically based reading instruction for children and adults. Weoffer this resource for adult education teachers who want to build and strengthen adults'reading skills. We hope that adult education instructors in family literacy, Adult BasicEducation, and other basic skills programs will find it useful. We know that large numbers of adult learners need to improve their reading skills.And yet, many instructors in adult education programs do not teach reading explicitly forseveral reasons: The assessments used in most programs don't reveal the complexities of adults' reading needs. Teachers often have only fragmentary knowledge about reading instruction. Many have not had specific preparation in this area. Most classes include adults with extremely varied skills, making specifically targeted, individualized instruction difficult, if not impossible. Teachers are challenged to find ways to incorporate reading instruction into their regular classroom schedules, routines, and lessons. This book was written with these realities in mind. It aims first to build backgroundknowledge about reading and scientifically based reading instruction. The language andformat are "teacher friendly," using student and classroom illustrations and sampleinstructional activities to make research principles concrete for readers. The focus inapplying the research is on modeling thinking, planning, and problem solving in thecontext of fictional adult education settings. The student and class profiles in theseillustrations are based on actual assessment data from adult literacy research studies-a reminder to readers of this book that it is a practical resource for use with realadult learners. We titled this book "First Steps" because we know that no single resource canprovide all the answers-everything that's required to change practice. But we believethis is a valuable resource for a teacher's professional development journey. By buildinga basic understanding of research-based reading instruction and offering suggestionsfor starting off in the right direction, we hope to whet teachers' appetites forfurther learning. As teachers and programs become more capable of applying research-basedprinciples for reading assessment and instruction, the real winners should be adultlearners and their families. Improved literacy skills may allow these adults to takegiant steps in the journey of lifelong learning. We are privileged to play a part inthis important effort.
Author : Anonim
Publisher : Unknown
Page : 318 pages
File Size : 51,6 Mb
Release : 1991
Category : Adult education
ISBN : UVA:X002106993
Author : Anonim
Publisher : Unknown
Page : 34 pages
File Size : 55,5 Mb
Release : 1970
Category : Adult education
ISBN : UIUC:30112066960813
Author : Library of Congress
Publisher : Unknown
Page : 1422 pages
File Size : 49,9 Mb
Release : 2003
Category : Subject headings, Library of Congress
ISBN : UCBK:C081886575
Author : John Kruidenier
Publisher : DIANE Publishing
Page : 140 pages
File Size : 53,6 Mb
Release : 2002
Category : Elementary education of adults
ISBN : PURD:32754074674676
This is a research report on the findings of the Partnership in Reading project. Its aim was to identify and evaluate existing research in adult literacy reading instruction and provide a summary if scientifically based principles and practices. Topics covered include: * Emerging principles, trends, ideas and comments * Reading assessment profiles * Phonemic awareness and word analysis * Fluency * Vocabulary * Reading comprehension * Computer technology and ABE reading instruction.
Author : Arlene Fingeret
Publisher : Unknown
Page : 68 pages
File Size : 55,8 Mb
Release : 1984
Category : Literacy
ISBN : UOM:39015041099154
Author : Anonim
Publisher : Unknown
Page : 748 pages
File Size : 54,9 Mb
Release : 2001
Category : Education
ISBN : CUB:U183034913764
Author : John Comings,Barbara Garner,Cristine Smith
Publisher : Lawrence Erlbaum Assoc Incorporated
Page : 299 pages
File Size : 46,9 Mb
Release : 2005-07-30
Category : Education
ISBN : 0805854592
Volume 6 in the National Center for the Study of Adult Learning and Literacy's series of annual volumes reporting on current issues, research, and best practices in the field of adult basic education.
Author : Jovita M. Ross-Gordon,Amy D. Rose,Carol E. Kasworm
Publisher : John Wiley & Sons
Page : 432 pages
File Size : 40,8 Mb
Release : 2016-12-27
Category : Education
ISBN : 9781118955093
A research-based foundational overview of contemporary adult education Foundations of Adult and Continuing Education distills decades of scholarship in the field to provide students and practitioners with an up-to-date practical resource. Grounded in research and focused on the unique needs of adult learners, this book provides a foundational overview of adult education, and an introduction to the organizations and practices developed to support adult learning in a variety of contexts. The discussion also includes select understandings of international adult education, policy, and methods alongside theoretical frameworks, contemporary and historical contexts, and the guiding principles of adult education today. Coverage of emerging issues includes the aging society, social justice, and more, with expert insight from leading authorities in the field. Many adult educators begin practice through the context of their own experiences in the field. This book provides the broader research, theory, and practice needed for a deeper understanding of adult education and its place in society. Learn the key philosophical and theoretical frameworks of adult education Survey the landscape of the field through contemporary and historical foundations Examine key guiding understandings and practices targeted to adult learners Delve into newer concerns including technology, globalization, and more Foundations of Adult and Continuing Education provides an expertly-led overview of the field, and an essential introduction to real-world practice.
Author : Sérgio Haddad
Publisher : Springer
Page : 187 pages
File Size : 46,6 Mb
Release : 2013-11-11
Category : Education
ISBN : 9781489934505
The studies contained in this volume present a sampling of policy and legislation relating to adult learning in various parts of the world. They were produced in the context of a more complete survey, under the auspices of the UNESCO Institute for Education (UIE) in cooperation with the University of Florence, which sought to identify tendencies in this field over the past few years. The international research project, under which these of Paul national studies were made, was developed under the direction Belanger, Director of UIE, and Paolo Federighi, Professor at the University of Florence. An international publication by the two project directors, due to appear at the beginning of 1997, will report on the findings of the project, which involves 26 countries. The contributions presented here reflect a broad geographical spectrum as well as a wide range of policy models. From an analysis of these studies, it is apparent that this is a field in which there has been much innovation and which encompasses markedly varying approaches in response to different national conditions.