The Texas Adult Education Content Standards & Benchmarks

Welcome to our Library...

“This library service is very efficient and supportive. It is a vast source of relevant materials for our tutorial program and is available almost instantly. It is delivered to the college in a day or two, and the return system is painless. This is an invaluable resource for all educators in Texas.”

Elizabeth Starek, Tutor Coordinator
Trinity Valley Community College
Adult and Community Education
Student Support Services

Books and other resources described in the Library section may be requested for a 30-day loan. We will mail each borrower up to five loan items at a time (just two for first-time borrowers), and even include a postage-paid return address sticker for mailing them back to us! Borrowers must be affiliated with a non-profit program providing adult or family literacy services. Annotated bibliographies of our entire library of resources are available in hard copy by request, or can be viewed on our website. Call 800-441-7323 or e-mail tcall@tamu.edu to check out materials described here or to request hard copy listings of even more resources.

Equipped for the Future Research Report: Building the Framework, 1993 – 1997. Merrifield, Juliet (2000). Washington, DC: National Institute for Literacy.
This publication documents the process of gathering and analyzing data to create the framework, and the concepts and theories involved. Online availability: http://eff.cls.utk.edu/PDF/merrifield_eff.pdf. [PDF download Adobe® Acrobat® Reader]See more EFF titles in FREE...Things to Send For section.

Learning to Change: Teaching Beyond Subjects and Standards.
Hargreaves, Andy and Earl, Lorna, et al (2001). San Francisco: Jossey-Bass Publishers.
Based on the perceptions of 29 teachers in grades 7 and 8 as they grapple with such educational reform initiatives as integrated curriculum, common learning standards, and alternative modes of assessment, this book may be of interest to adult educators who are contending with similar reform initiatives. The authors focus on how reform proposals have brought new complexities to teaching practice and the intense emotional demands imposed upon teachers by change. They also outline strategies for helping teachers through the difficult process of educational reform.

Preparing for Success: A Guide for Teaching Adult English Language Learners.
Marshall, Brigitte (2002). Washington, DC: Center for Applied Linguistics.
Recent legislation, including welfare reform initiatives and the Workforce Investment Act, underscore the current demands being placed on education by the employment market. How can instructors working with adult English language learners respond to these demands and integrate employment participation skills into instruction? How can instruction be informed by initiatives such as the Secretary’s Commission on Achieving Necessary Skills (SCANS) and Equipped for the Future (EFF)? This resource text, designed for teachers of adult English language learners at all levels, addresses these issues. It includes classroom activities and instructional resources that help to ensure that all students will have the language skills necessary to thrive in employment.

Tools for Teaching Content Literacy.
Allen, Janet (2004). Portland, ME: Stenhouse Publishers.
Reading and writing across content areas is emphasized in this compact tabbed flipchart book designed as a ready reference for content reading and writing instruction. Each of thirty-three instructional strategies includes: a brief description and purpose for each strategy; a research base that documents the origin and effectiveness of the strategy; graphic organizers to support the lesson; and classroom vignettes from different grade levels and content areas to illustrate the strategy in use. The definitions, descriptions, and research sources also provide a quick reference when implementing state and national standards, designing assessments, writing grants, or evaluating resources for literacy instruction.

How to Work with Standards in the Early Childhood Classroom.
Seefeldt, Carol (2005). New York, NY: Teachers College Press.
Increasingly, teachers of young children are being asked to develop their curriculum according to standards. This resource is designed to guide educators as they grapple with issues, questions, and practices surrounding the use of standards in the early childhood classroom. Seefeldt describes a project, “Children Study Their Play Yard,” illustrating how thematic, standards-based, problem-solving learning can be integrated into the total curriculum.

Learning to Read and Write: Developmentally Appropriate Practices for Young Children.
Neuman, Susan B., Copple, Carol, and Bredekamp, Sue (2000). Washington, DC: National
Association for the Education of Young Children.
This is the basic reference book for literacy in all early childhood programs. It contains the joint position statement on developmentally appropriate ways to teach young children to read and write from the National Association for the Education of Young Children and the International Reading Association. Besides the statement and a description, appropriate curriculum ideas, strategies, and the literate en-vironment are outlined with photos, checklists, charts, a glossary, other resources, and frequently asked questions.

NAEYC Early Childhood Program Standards and Accreditation Criteria: The Mark of Quality in Early Childhood Education.
NAEYC (2005). Washington, DC: National Association for the Education of Young Children.
The National Association for the Education of Young Children revised its accreditation program for early childhood programs in 2006. This book is the comprehensive resource for understanding the ten standards and the criteria developed to measure the standards. It is a resource for all early childhood programs considering improvements and is the first step in looking into pursuing early childhood program accreditation.

Free Publicity: A TV Reporter Shares the Secrets of Getting Covered on the News.
Crilley, Jeff (2003). Dallas, TX: Brown Books Publishing Group.
During 20 years in television news reporting in Dallas, Crilley has made hundreds of national news appearances and has been recognized with national and regional awards including the Emmy, the National Headliners Award, the Edward R. Murrow Award, the Thurgood Marshall Award, and in 2004 was named by the Texas Associated Press, “The Best TV Reporter in the state.” Crilley’s day-to-day news gathering experience has given him insight into what the news covers and why, and how an organization -- whether non-profit or a business -- can succeed in getting effective news coverage. In this book and half-hour interview on audio CD, Crilley offers a guide to what he describes as “becoming a media darling while raking in a fortune in free publicity.”

Managing at the Speed of Change: How Resilient Managers Succeed and Prosper Where Others Fail.
Conner, Daryl R. (1992, 2006). New York, NY: Random House.
The author “offers invaluable insights and guiding principles for managing change in a world where increasingly complex problems emerge faster than ever,” writes William E. Milliken, founder of Communities in Schools, Inc. From the editorial description: “Based on Conner’s long-term research and his decades of consulting experience, [this book] uses simple, easy-to-understand language and elegant visuals to explore the dynamics of change, and in doing so teaches readers: why major change is difficult to assimilate; what distinguishes resilient individuals from those who suffer future shock; how and why resistance forms; how people become committed to change; why organizational culture is so important to the success of change; the roles most central to change in organizational settings; and why powerful teamwork is at the heart of achieving change objectives, and how to foster it.”

TALAE 2007 Keynote Speech: How Successful People Make a DIFFERENCE.
Welch, Ben (February 2007). Austin, TX: Texas Association for Literacy and Adult Education.
Keynote speaker at the 2007 Conference of TALAE in Austin was Dr. Ben Welch, Director of the Center for Executive Development and a Clinical Associate Professor for the Department of Management in the Mays Business School at Texas A&M University. Dr. Welch spoke on the ten characteristics that enable successful people --specifically, educators -- to make a difference. Based on the acronym “DIFFERENCE.” Welch used both humorous and moving stories to illustrate that the successful educator is: Determined; Industrious; Futuristic; has Fun in what he/she does; puts forth Effort; is Respectful; Encouraging; values his/her Name; is a person of Character; and has Enthusiasm. DVD video is 42 minutes long.

Crossroads Café: Set A.
Mendoza, Roseanna, Editorial Director (1997). Boston, MA: Heinle & Heinle Publishers.
This set of materials includes Part A (Episodes 1-13) of Crossroads Café, a series of 26 half-hour video programs designed to build English language skills and deepen understanding of U.S. culture. Designed for ESL/ESOL students at reading level 4-6, the series is set in a city café where characters discuss the daily challenges of living in a new country. Each episode features Word Play, an animated segment demonstrating a specific language function, and Culture Clips, a documentary-style look at the issues dramatized in the program. The series has been correlated to both SCANS (Secretary’s Commission on Achieving Necessary Skills) and EFF (Equipped for the Future) standards. This Part A loan set includes a 2-DVD set of Episodes 1-13 and three books: the Part A Teacher’s Resource Book (with reproducible activity masters as well as tips); Part A Photo Stories Workbook (Low-Beginner) and Part A Multi-Level Worktext (High-Beginner, Low- to High-Intermediate). See also Teaching With Crossroads Café, a separate videotape loan item. Loan Item is Available for Preferred Borrowers ONLY. Ask us how to become a Preferred Borrower.

Crossroads Café: Set B.
Mendoza, Roseanna, Editorial Director (1997). Boston, MA: Heinle & Heinle Publishers.
This set of materials includes Part B (Episodes 14-26) of Crossroads Café, This Part B loan set includes a 2-DVD set of Episodes 14-26 and three books: the Part B Teacher’s Resource Book (with reproducible activity masters as well as tips); Part B Photo Stories Workbook (Low-Beginner) and Part B Multi-Level Worktext (High-Beginner, Low- to High-Intermediate). See also Teaching With Crossroads Café, a separate videotape loan item. Set includes two DVDs and three books and is available for loan to Preferred Borrowers ONLY. Ask us how to become a Preferred Borrower.

Teaching With Crossroads Café.
Mendoza, Roseanna, Editorial Director (1997). Boston, MA: Heinle & Heinle Publishers.
Video is a teacher’s introduction to Crossroads Café, a series of 26 half-hour video programs designed to build English language skills and deepen understanding of U.S. culture.

The New Teacher of Adults: A Handbook for Teachers of Adult Learners, Second Edition.
Brady, Michael and Lampert, Allen (2007). Old Orchard Beach, ME: New Teacher Concepts.
Handbook is designed to help new and inexperienced teachers with practical teaching methods and examples based in research and theory, but using “non-threatening language.” Short chapters put theory into the context of teaching practice, with classroom examples and sample teaching tools such as syllabi, advance-organizers, mind-maps, and more. Some chapter titles include: The Basic Characteristics of Adult Learners; Planning a New Class and Building a Syllabus; Choosing Books, Materials, and Assignments; Establishing a Safe Environment for Learning; The Art and Science of Lectures; Planning for and Facilitating Group Discussion; Teaching Through Writing; Peer Learning; Instructional Media and Technology; Teaching Online; Assessing Student Learning; and Co-Teaching.

Safety, Nutrition, and Health in Early Education, Second Edition.
Robertson, Cathie (2003). Clifton Park, NY: Thompson/Delmar Learning.
Designed for early childhood caregivers in a variety of settings, this reference book is a guide to making sure children are safe, healthy, and have an atmosphere that will enhance their well-being. Topics include child abuse, working with difficult parents, cultural sensitivity, children with special needs, chronic illnesses and stress, and communications skills. The text also has chapters on how to link with community resources for ideas on improvement of child care, and offers suggestions for incorporating safety, nutrition and health in everyday curriculum as a way of teaching children about these important topics. Book is available for loan to Preferred Borrowers ONLY. Ask us how to become a Preferred Borrower.

Beyond Behavior Management: The Six Life Skills Children Need to Thrive in Today’s World.
Bilmes, Jenna (2004). St. Paul, MN: Redleaf Press.
Bilmes developed and tested what she refers to as a “strength-based” approach to guiding and managing young children’s behavior by helping them build and use essential life skills. Eight chapters blend six social and emotional skills -- attachment, affiliation, self-regulation, problem solving, initiative, and celebration of self and others -- into the daily life of the early childhood classroom. As a result, Bilmes argues that children will learn to exhibit more pro-social behaviors, work better as a community, and become excited and active learners.

Parenting for Academic Success: A Curriculum for Families Learning English.
Fulton, Janet M. and Golde, Laura and Smallwood, Betty Ansin and Savage, K. Lynn (2005). McHenry, IL: Delta Publishing Company.
Curriculum for parents who are non-native speakers of English has two goals: to develop the English language skills of parents; and to increase the ability of parents to support the language and literacy development of their children in kindergarten through grade three. Components include a set of Parent Workbooks for all 12 units and a comprehensive Teacher’s Resource Manual. A few of the unit topics are: Home Language and Culture; Family Stories: Helping Children Succeed in School; Literacy in Everyday Family Activities; and Reading Aloud to Your Child. Each lesson in the Parent Workbooks includes: activities to support the language development of parents; content knowledge development for parents to support their child’s learning; and activities for parents to take home and do with their child. Each unit in the Teacher’s Resource Manual provides an overview, lesson plans, references, suggestions for further reading, reproducible masters for activities that require separate handouts for parents, and reproducible Parent Surveys in English and Spanish. Parenting for Academic Success has ties to several documents or systems that guide adult educators: The National Reporting System, Equipped for the Future, the Comprehensive Adult Student Assessment System (CASAS), and The Secretary’s Commission on Achieving Necessary Skills (SCANS). The curriculum was developed by the National Center for Family Literacy in collaboration with the Center for Applied Linguistics and K. Lynn Savage, with funding from Verizon Communications. Set of 12 workbooks and teacher’s manual is available for loan to Preferred Borrowers ONLY. Ask us how to become a Preferred Borrower.

Preschool Readers and Writers: Early Literacy Strategies for Teachers.
Ranweiler, Linda (2004). Ypsilanti, MI: High/Scope Press.
Editorial Description: “Based on the findings of recent studies, this book presents research-based, classroom-tested practices for bringing the magic and joy of reading to young children. The book explains how children’s reading and writing develop in the preschool years and what adults can do to encourage these processes. It is full of timely tips, activity ideas, materials lists, photos, and classroom examples. Covering both the whys and hows of early literacy learning, this guide focuses on eight key dimensions of early literacy identified by professional organizations in the reading and early childhood fields. With this book in hand, teachers of young children will have the specifics they need to support children’s emerging literacy.”

Teaching Parents to Do Projects at Home: A Tool Kit for Parent Educators.
Helm, Judy Harris and Berg, Stacy and Scranton, Pam and Wilson, Rebecca (2005). New York, NY: Teachers College Press.
Book with accompanying CD-ROM provides everything needed to conduct a series of parent workshops. The Tool Kit book provides: sample agenda for workshops; task sheets for activities; handouts for participants; notes for featured PowerPoint presentations on the CD; adaptations for specific populations; Spanish versions of handouts; and the Family Project Planning Journal. The CD-ROM, which can be run on any PC, contains: PowerPoint Presentations on the phases of a project and other project topics that facilitators can use as a focus for presentation of material at each session; PowerPoint Presentations on each of the featured projects in the book to enable facilitators to share the projects in greater depth; PowerPoint Presentations on additional family projects from diverse settings; printable versions in English and Spanish of all of the handouts and the Family Project Planning Journal. Set of books with CD-ROM is available for loan to Preferred Borrowers ONLY. Ask us how to become a Preferred Borrower.

Becoming a Critically Reflective Teacher.
Brookfield, Stephen D. (1995). San Francisco, CA: Jossey-Bass.
Applying the principles of adult learning, Brookfield guides teachers through the process of becoming critically reflective about teaching, confronting contradictions involved in creating democratic classrooms, and using critical reflection as a tool for continuous personal and professional development.

Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting.
Brookfield, Stephen D. (1987). San Francisco, CA: Jossey-Bass Publishers.
From the editorial description: “Critical thinking -- reflecting on the assumptions underlying our actions, and considering new ways of looking at the world and living in it -- is an essential skill for adults in these complex times. ... Brookfield shows that critical thinking is not simply an abstract, academic exercise for college students, but an engaging, productive process enabling people to be more effective and innovative in every aspect of life and work. He offers a ... guide to helping adults develop their critical thinking skills in four key areas of life: in personal relationships, in the workplace, in political involvement, and in their responses to the media,” meshing neatly with the three adult roles in the Equipped for the Future framework: parent/family member, worker, and citizen/community member.

Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms, Second Edition.
Brookfield, Stephen D. and Preskill, Stephen (1999, 2005). San Francisco, CA: Jossey-Bass.
The authors show how to plan, conduct, and assess classroom discussions; and suggest exercises for starting discussions, strategies for maintaining their momentum, and ways to elicit diverse views and voices. The book also includes exercises and material on the intersections between discussion and the encouragement of democracy in the classroom. This revised edition expands on the original and contains information on adapting discussion methods in online teaching, on using discussion to enhance democratic participation, and on the theoretical foundations for the discussion exercises described in the book. Throughout the book, Brookfield and Preskill clearly show how discussion can enliven classrooms, and they outline practical methods for ensuring that students will come to class prepared to discuss a topic. They also explain how to balance the voices of students and teachers, while still preserving the moral, political, and pedagogic integrity of discussion.

The Skillful Teacher.
Brookfield, Stephen D. (1990). San Francisco, CA: Jossey-Bass.
Offers insight, inspiration, and practical advice on how to thrive on the unpredictability and diversity of the classroom life. Provides a hands-on survival manual to solve common teaching dilemmas and shows how to add or restate confidence, effectiveness and zest to teaching student relationship, classroom problems, and instructional methodologies.