Literacy Links

GED 2002

FREE ... Yours for the Asking ...

All of these FREE materials may be requested from the Adult Literacy Clearinghouse by calling the Hotline at 800-441-7323 or e-mailing tcall@tamu.edu

GED

Accelerated GED: A Computer-Based Preparation Program for the General Educational Development Tests: Instructor Guide. Wayne State University Team (March 2000). Self-paced computer-based training (CBT) is utilized as the primary mode of instruction, integrating five commercially-available computer software packages. Describes the instructor's role in planning, ongoing assessment, record-keeping, instruction (individual and group), keeping learners on task, technical support, and lab and equipment requirements. FREE copies available IN TEXAS ONLY. Also available online at: http://www.uic.edu/cuppa/techbridge/Resources/resources.html

The Devil is in the Details: Evidence from the GED on the Role of Examination System Details in Determining Who Passes. Tyler, John H., Murnane, Richard J. and Willett, John B. (April 2000). The authors use data from the General Educational Development (GED) certificate to illustrate that the details of examination systems impact not only the number of test-takers who pass, but also the racial/ethnic composition of passers. Overall, the researchers highlight the importance that should be given to details (such as retesting opportunities) associated with such a high-stakes testing system.

Focus on Basics, June 1998. Focus on Basics is a quarterly newsletter published by the National Center for Study of Adult Learning and Literacy. This issue's cover article is The GED: Whom Does It Help? Other featured articles are Project-Based Learning and the GED; Retention and the GED; The Spanish GED; and Changing Approaches to Math. FREE copies available IN TEXAS ONLY. All back issues are also available online at http://www.ncsall.net/?id=158

Focus on Basics, March 1999. This issue's cover article is MI [Multiple Intelligences], the GED, and Me. Other featured articles are: Understanding Multiple Intelligences: The Theory Behind the Practice; An MI Route Around Resistance; and Emerging Themes in Adult Multiple Intelligences. FREE copies available IN TEXAS ONLY. Online: http://www.ncsall.net/?id=161

The Increasing Role of the GED in American Education: Can We Debate Improvement Strategies Without Considering It? Murnane, Richard J. and Tyler, John H. (May 3, 2000). The labor market value of the GED varies depending on students' cognitive skills. The authors' research shows that "acquisition of the GED enables lower-skilled dropouts who are in their mid-20s to earn about as much as high-skilled dropouts who don't possess a GED." GED graduates are also less likely to acquire college credits than those who acquire a high school diploma. The authors discuss the importance of these considerations as state governments develop strategies to improve educational opportunities.

The Basics of Saving and Investing: A Teaching Guide. National Association of Securities Dealers, Inc. and National Institute for Consumer Education (1998). Teaching guide for basic personal financial planning, saving, and investing. Learning objectives focus on how to design a personal financial plan, how financial markets work, how to select among various saving and investment options, how to find and use investment information, and how to recognize and victim-proof yourself against investment fraud. Each unit contains background information for teachers and students, suggested activities, overhead transparency masters, student handouts and worksheets, additional resources, and a unit test.

Focus on Basics, March 2000. Focus on Basics is a quarterly published by National Center for Study of Adult Learning and Literacy. This issue's cover article is Helping Adults Persist: Four Supports. Other featured articles are: The Effects of Continuing Goal-Setting on Persistence in a Math Classroom; Look Before You Leap: Helping Prospective Learners Make Informed Educational Choices; and Do Cognitive Skills of Dropouts Matter in the Labor Market? FREE copies available IN TEXAS ONLY. All back issues are also available online at http://www.ncsall.net/?id=165

Focus on Basics, September 2000. This issue's cover article is Developing Adults' Numerate Thinking: Getting Out From Under the Workbooks. Other featured articles are: Using Software Applications to Teach Math; Accommodating Math Students with Learning Disabilities; and "Focus on Teaching: Beginning Math for Beginning Readers. FREE copies available IN TEXAS ONLY. Available online: http://www.ncsall.net/?id=156

Mathematics for Metalworking: Student Workbook. Toscas, Stacey and Prendergast, Ray (March 2000). This workbook is designed to address the functional needs of adult learners preparing for metalworking manufacturing jobs. Functional activities are intended to stimulate participants' interest and provide subjects for discussion and team interaction. Each unit is designed for either independent or group study. Could be used as a model or resource in developing math curriculum materials for a variety of workplace settings. FREE copies available IN TEXAS ONLY. Available online in updated "Mathematics for Manufacturing" version at: http://www.uic.edu/cuppa/techbridge/Resources/resources.html

Adult Development: ERIC Trends and Issues Alert No. 22. Imel, Susan (2001). During the past decade, the literature on adult development, particularly as it relates to adult learning, has expanded. This Alert reviews some of the trends related to changing conceptions of adult development, highlighting connections to adult education.

Adult Education and Gay, Lesbian, Bisexual, and Transgendered Communities: ERIC Trends and Issues Alert No. 21. Kerka, Sandra (2001). Adult educators concerned with inclusiveness and social justice are addressing issues related to students who are gay, lesbian, bisexual, or transgendered (GLBT). This report gives an overview of research and resource development on this aspect of diversity, and how teachers in the adult classroom might address GLBT issues.

Contextual Learning in Adult Education: ERIC Practice Application Brief No. 12. Imel, Susan (2000). This Brief examines the use of contextual learning in adult education. Following an overview, the author reviews some recent research and writing on contextual learning in adult education and concludes with recommendations for practice.

The Foxfire Approach to Teaching and Learning: John Dewey, Experiential Learning, and the Core Practices: ERIC Digest. Starnes, B. A. (1999). This Digest describes the Foxfire Approach to Teaching and Learning, based on the student-produced Foxfire Magazine and a series of books on Appalachian life and folkways. Author outlines the core practices, decision-making framework, and the ways the Foxfire Approach fits with John Dewey's notion of experiential education.

Cultural Resources for Mexican American Education: ERIC Digest. Collins, T. and Hagerman, R. (1999). Incorporating Mexican American culture and history into the curriculum should help minimize cultural alienation that frequently contributes to school failure by Mexican American students. This Digest summarizes the contents of a number of helpful resources, most of which are on-line and include both academic and commercial sites.

Involving Migrant Families in Education: ERIC Digest. Martinez, Y. G. and Velazquez, J. A. (2000). Children of migrant farmworkers confront a number of risk factors for school failure, including mobility, poverty, and lack of access to schooling. School-level data, however, indicate that educators frequently attribute school failure to a lack of parent involvement ("parents just don't care"). This Digest offers strategies to enhance the experience of schooling for migrant students and their families.

Learning From Gangs: The Mexican American Experience: ERIC Digest. Vigil, J. D. (1997). As of the late 1990s, between 4 percent and 10 percent of Mexican American youth belonged to gangs. This Digest describes the origins of Mexican American gangs and the gang subculture, and offers recommendations for intervention, including parental training and counseling and early remediation and support in school.

Mexican Immigrant Youth and Resiliency: Research and Promising Programs: ERIC Digest. Chavkin, N. and Gonzalez, J. (2000). Mexican immigrants lag behind other immigrants in educational completion, and they have scored lower on reading and math achievement tests than have other groups. But at the same time, researchers are reporting the successes of many resilient youth who have overcome the toughest of odds to succeed. This Digest examines both the research about resiliency and some promising programs for Mexican immigrant youth.

Promoting Reading Among Mexican American Children: ERIC Digest. Murray, Y. I. and Velazquez, J. (1999). Good books can help children develop pride in their ethnic identity, provide positive role models, develop knowledge about cultural history, and build self-esteem. However, Mexican American students in the United States often do not experience literature in this way. This Digest identifies key challenges, recommends classroom strategies, provides literature selection guidelines, and suggests reading lists for various grade levels.

Guidance for Serving Students With Learning Disabilities Enrolled in Adult Education and Literacy Programs in Illinois. ISBE, Community and Family Partnerships Division (1999). In Illinois, initiatives to better serve learning disabled adults have included development of screening and assessment systems, staff development, research, technical assistance, and training of a team in the "Bridges to Practice" model developed by NALLD (National Adult Literacy and Learning Disabilities Center). In this manual, ISBE has attempted to cover points which will be helpful to programs in the state as they provide services for special needs students. FREE copies available IN TEXAS ONLY.

The Learning Organization: ERIC Myths and Realities No. 12. Wonacott, Michael E. (2000). Is a learning organization one which sees itself as a learning, growing organism? An environment that offers individuals liberation and empowerment? Or an aspiration often viewed cynically by staff who don't believe the rhetoric is sincere? This report examines different views of what constitutes a learning organization, both in theory and in practice.

Let Data Be Your Guide: A Planning Handbook for and by Library Adult Literacy Programs. Johnson, Debra Wilcox (2000). This handbook provides step-by-step information on how to: design an effective planning process; involve stakeholders in planning; conduct environmental scans for creative planning; develop high quality questionnaires, interviews, and focus groups; go from data to findings to implementation; and manage the process. FREE copies available IN TEXAS ONLY. Also available online in pdf format at: http://www.ilrdc.org/handbook.html