Based on learner outcomes:

1. Expected knowledge and skills gained

Beder, H. (1999). The outcomes and impacts of adult literacy education in the United States Cambridge, MA: The National Center for the Study of Adult Learning and Literacy.

Bingman, M. B., & Ebert, O. (2000). Learner identified outcomes of participation in adult literacy programs. The National Center for the Study of Adult Learning and Literacy: Harvard Graduate School of Education.

Bingman, M. B., Ebert, O., & Bell, B. (2002). Documenting outcomes for learners and their communities: A report on a NCSALL action research project. The National Center for the Study of Adult Learning and Literacy: Harvard Graduate School of Education.

Comings, J. P., Beder, H., Bingman, B., Reder, S., & Smith, C. (2003). Establishing an evidence-based Adult Education system. The National Center for the Study of Adult Learning and Literacy: Harvard Graduate School of Education.

Incorporate alternative assessment:

1. Assessment relates directly to proficiencies identified

2. Assessment utilizes authentic language

3. Student assessment procedures used to determine progress

4. Continuous system of collaborative assessment

Ahlstrom, C. (2003). Collaborating with students to build curriculum that incorporates real-life materials. Focus on Basics, 6(C). NCSALL: Boston, MA.

Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass Publishers.

Askov, E., Van Horn, B. V., & Carman, P. (1997). Assessment in adult basic education programs. In A. Rose and M. Leahy (Eds.), Assessing adult learning in diverse settings. Current issues and approaches (pp. 65-74). San Francisco: Jossey-Bass.

Bingman, M. B., Smith, C. & Stewart, K. (1998). Practitioners speak: Contributing to a research agenda for adult basic education. The National Center for the Study of Adult Learning and Literacy: Harvard Graduate School of Education.

Mayer, S. E. (1984). Guidelines for effective a dult l iteracy programs. Minneapolis, MN: B. Dalton Booksellers.

McMillan, J. H. (2001). Classroom assessment: Principles and practice for effective instruction (2^nd ed.) Boston: Allyn & Bacon.

Van Duzer, C., & Berdan, R. (1999). Perspectives on assessment in adult ESOL instruction. In J. Comings, B. Garner, & C. Smith (Eds.), The annual review of adult learning and literacy (pp. 200-242). San Francisco: Jossey-Bass.

Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass Publishers.

Based on learner-centered:

1. Based upon language, experience and prior knowledge of the learners.

2. Learner needs articulated and linked to curriculum and instruction

3. Learner involvement in program choices

4. Language presented in context

5. Learner goals and needs identified in curricula

6. Diversity of learner population reflected

Auerbach E. R. (1992). Making meaning, making change. Washington, DC: Center for Applied Linguistics.

Baer, L., & Knell, S. (2001). Go for the goal: A winning approach to learner centered goal setting in adult literacy. Champaign, IL: Illinois Literacy Resource Development Center.

Beder, H., & Medina, P. (2001). Classroom dynamics in Adult Literacy Education. The National Center for the Study of Adult Learning and Literacy: Harvard Graduate School of Education.

Bingman, M. B., Merrifield, J., White, C., & White, L. A. (1990). Teacher in a different way: Group literacy instruction in Tennessee. Center for Literacy Studies: The University of Tennessee.

Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco: Jossey Bass.

Cook, J. L. (Ed.). (1996). Looking at literacy: Indicators of program quality. New York, NY: New York Adult Education and Training Alliance.

Fingeret, H. (1992). Adult literacy education: Current and future directions . An update. ERIC Clearinghouse on Adult, Career, and Vocational Education. Information Series No. 355.

Kallenbach, S. (1999). Bringing “isms” into the classroom: Reflections from two GED students. The Change Agent, (8), 3.

Knowles, M. S. (1970). Modern practice of adult education: Andragogy versus pedagogy. Chicago: Follett Publishing Company, Association Press.

McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco: Jossey-Bass Publishers.

Merriam, S., & Caffarella, R. (1999). Learning in adulthood: A comprehensive guide, 2^nd ed. San Francisco: Jossey-Bass.

Nunan, D. (1988). Learner-centered curriculum design. Cambridge: Cambridge University Press.

Purcell-Gates, V., Degener, S. & Jacobson, E. (1998). U.S. adult literacy program practice: a typology across dimensions of life-contextualized/de-contextualized and dialogic/monologic. Cambridge, MA: The National Center for the Study of Adult Learning and Literacy.

Soifer, R., Irwin, M. E., Crumrine, B. M., Honzaki, E., Simmons, B. K., & Young, D. L. (1990). Complete theory to practice handbook of adult literacy: Curriculum design and teaching approaches. New York, NY: Teachers’ College Press.

Participatory:

1. Emphasis on learner collaboration

2. Utilizes active and interactive learning

3. Curricula dynamic and evolving

4. Learner involvement in decisions relating to curriculum content

Ahlstrom, C. (2003). Collaborating with students to build curriculum that incorporates real-life materials. Focus on Basics, 6(C). NCSALL: Boston, MA.

Auerbach E. R. (1992). Making meaning, making change. Washington, DC: Center for Applied Linguistics.

Beder, H., & Medina, P. (2001). Classroom dynamics in Adult Literacy Education. The National Center for the Study of Adult Learning and Literacy: Harvard Graduate School of Education.

Bishop, M., & Gibson, G. (1999). Learning circles: Do-it-yourself. A guide to preparing your own learning circle material . Retrieved from http://www.eric.ed.gov.

Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development.

Clarke, D. (1989). Materials adaptation: Why leave it all to the teacher? ELT Journal, 43, 2.

Cornbleth, C. (1990). Curriculum in context. Briston, PA: The Falmer Press.

Cross, K. P. (2003). Techniques for promoting active learning. The Cross Papers, 7. Phoenix: League for Innovation in the Community College.

Dann-Messier, B., Kampits, E. I. (2004). Building the desire, building the ability. Focus on Basics, 6(D), 22-25.

Dirkx, J. M., & Prenger, S. M. (1997). A guide for planning and implementing instruction for adults: A theme-based approach. San Francisco: Jossey-Bass.

Fingeret, H. A., & Jurmo, P. (Eds.) (1989). Participatory literacy education. San Francisco, CA: Jossey-Bass.

Freire, P. (1973). Pedagogy of the oppressed. New York: Seabury Press

Gaber-Katz, E., & Watson, G. M. (1990). The land that we dream of: A participatory study of community-based literacy. Toronto, ON: OISE.

Garner, B. (2003). Creating curricula for challenging circumstances. Focus on Basics, 6 (C). NCSALL.

Harmin, M. (1994). Inspiring active learning: A handbook for teachers. Alexandria, VA: Association for Supervision and Curriculum

Hendrickson, L. (1984). Active Learning. Eric Digest No. 17. ASHE-ERIC Higher Education Reports, The George Washington University, ERIC Reproduction Service.

Jurmo, P. J. (1987). Learner participation practices in a dult literacy efforts in the United States. Unpublished Ed.D. Dissertation, University of Massachusetts, Amherst.

Knowles, M. S. (1970). Modern practice of adult education: Andragogy versus pedagogy. Chicago: Follett Publishing Company, Association Press.

Linkon, S. L. (Ed.) (1999). Teaching working class. Amherst, MA: University of Massachusetts Press.

Merrifield, J. (1997). Participatory action research: Knowing, learning, doing. Focus on Basics 1(A), 23-26.

Nash, A., Cason, A., & Rhum, M., McGrail, L., & Gomez-Sanford, R. (1992). Talking shop: A curriculum sourcebook for participatory adult ESL. McHenry, Il: Delta Systems, Inc.

Pheasey, A. (2000). Learning about participatory approaches in adult literacy education. Edmonton, Alberta, Canada: Learning at the Centre Press .

Wikelund, K. R. ( 1992). Expanding theories of adult literacy participation: A literature review. National Center on Adult Literacy, Philadelphia, PA.

Wrigley, H.S., & Guth, G.J.A. (1992). Bringing literacy to life: Issues and options in adult ESL literacy. San Mateo, CA: Aguirre International.

Holistic:

1. Integrates basic language skills

2. Literacy instruction and mathematics instruction holistically integrated

3. Curriculum/content integrated and related to the whole person and attends to such dimensions as affective, cognitive, and social

Burt, M., Peyton, J., & Van Duzer, C. (2005). How should adult ESL reading instruction differ from ABE reading instruction? Center for Adult English Language Acquisition. Washington, D. C.: Center for Applied Linguistics.

Connell, J. V. (1992). Summary of research on implementing whole language learning in adult basic education settings. Ohio State Dept. of Education, Columbus. Div. of Adult and Community Services.

Goodman, K. S., Smith, B., Meredith, R., & Goodman, Y. (1987). Language and thinking in school: A whole language curriculum . Katonah, NY: Richard C. Owen Publishers.

Kazemek , C., & Kazemek , F. (1992). Systems theory: A way of looking at adult literacy education. Convergence, 25 (3). 5-15.

Kruidenier, J. (2004). Research based principles for adult education reading instruction. Literacy Practitioner, 8(2). Buffalo, NY: Literacy New York.

Monson, R. J., & Pahl, M. M. (1991). Charting a new course with whole language. Educational Leadership, 48 (6), 51-53.

Mullinex, B. (1994). Exploring what counts: Mathematics instruction in adult basic education. Boston, MA: World Education.

Newman, J. (1985). Whole language: Theory in use. Portsmouth: NH. Heinemann.

New York State Education Department. (1968). Adult Basic Education, New York State: A Two-Year Study, 1965-67. The State Education Department, Bureau of Basic and Continuing Education: Albany, NY.

Tout, D., & Schmitt, M. J. (2002). The inclusion of numeracy in adult basic education. In J. Comings, B. Garner & C. Smith (Eds.). Annual review of adult learning and literacy: Volume III (pp. 152-202). San Francisco, CA: Jossey-Bass.

Based on functional contexts:

1. Curriculum/content based on meaningful life situations that reflect learners’ needs and interests

2. Curriculum/content is integrated and related to the whole person and attend to such dimensions to such dimensions as affective, cognitive, and social

3. Curriculum addresses workforce competencies: resources, interpersonal, iinformation, systems, and technology

Burkhart, J. (1996). Developing workplace education curriculum . (Report No. CE-072-556). Washington, D.C.: ERIC Clearinghouse. (ERIC Document Reproduction Service No. ED 399 434).

Dirkx, J. M., & Prenger, S. M. (1997). A guide for planning and implementing instruction for adults: A theme-based approach. San Francisco: Jossey-Bass .

Fingeret, H. (1992). Adult literacy education: Current and future directions . An update. ERIC Clearinghouse on Adult, Career, and Vocational Education. Information Series No. 355.

Gaber-Katz, E., & Watson, G. M. (1990). The land that we dream of: A participatory study of community-based literacy. Toronto, ON: OISE.

Garner, B. (2003). Creating curricula for challenging circumstances. Focus on Basics, 6 (C). NCSALL.

Hull, G. (1997). Hearing other voices: A critical assessment of views on literacy and work. In G. Hull (Ed.), Changing work, changing workers: Critical perspectives on language, literacy and skills. (pp. 3-42). Albany, NY: State University of New York.

Jacobson, E., Degener, S., Purcell-Gates, V. (2003). Creating authentic materials and activities for the adult literacy classroom: A handbook for practitioners. Boston, MA: National Center for the Study of Adult Learners and Literacy.

Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge: Harvard U. Press.

Mikulecky, L. (2003). Trends influencing adult literacy instruction and research in 2003. Paper presented at the International Reading Association Convention, Orlando, FL.

Office of Vocational and Adult Education.(1992 ) . Model indicators of program quality for adult education. Washington, DC: US Department of Education.

Office of Vocational and Adult Education. (1994) . Workplace literacy curriculum: A competency-based approach for ESL, Math, & Reading. Washington, DC. Dept. of Education.

Ohio State Dept. of Education. (1997). Model indicators of program quality for adult education programs. Columbus Division of Vocational and Adult Education.

Parnell, D. (2001). Contextual teaching works! Increasing students’ achievement. Waco, TX: CCI Publishing.

Popp, N., & Portnow, K. (2001). Our developmental perspective on adulthood. In R. Kegan, M. Broderick, E. Drago-Severson, D. Helsing, N. Popp, K. Portnow, & Associates (Eds.), Toward a “new pluralism” in the ABE/ESOL classroom: Teaching to multiple “cultures of mind” – A constructivist development approach . Cambridge, MA: National Center for the Study of Adult Learning and Literacy.

Purcell-Gates, V., Degener, S., Jacobson, E., & Soler, M. (2002). Impact of authentic adult literacy instruction on adult literacy practices. Reading Research Quarterly, 37 (1). 70-92.

Purcell-Gates, V., Degener, S. & Jacobson, E. (1998). U.S. adult literacy program practice: a typology across dimensions of life-contextualized/de-contextualized and dialogic/monologic. Cambridge, MA: NCSALL.

Rudd, R. E., & Moeykens, B. A. (1999). Adult educators’ perceptions of health issues and topics in adult basic education programs. National Center for the Study of Adult Learning and Literacy, Report #8. Cambridge, MA.: Harvard Graduate School of Education

Rudd, R. E., Zacharia, C., & Daube, C. (1998). Integrating health and literacy: Adult educators’ experiences. National Center for the Study of Adult Learning and Literacy, Report #5. Cambridge, MA: Harvard Graduate School of Education.

Sissel, P. A. (1996). Reflection as vision: Prospects for future literacy programming. In P. A. Sissel (Ed.). A community-based approach to literacy programs: Taking learners’ lives into account (pp. 97-103). New Directions for Adult and Continuing Education, 70 . San Francisco: Jossey-Bass.

Sticht, T. (2000). Functional context ed.: Making learning relevant. Retrieved 3-3-05 from http://www.eric.ed.gov

Sticht, T. (1997). The theory behind content-based instruction. Focus on Basics, 1(D), 6-10.

Ullman, C., & Becker, A. (1997). The process and the product: Involving students in choosing content and developing materials leads to change. Focus on Basics,1(D). World Education/NCSALL, Connecting Research and Practice.

Contribute to thinking and independent problem-solving:

1. Curriculum/content includes metagacognitive strategies, survival skills, lifelong learning strategies, collaborative learning processes, and self-determination strategies

Bishop, M., & Gibson, G. (1999). Learning circles: Do-it-yourself. A guide to preparing your own learning circle material . Retrieved from http://www.eric.ed.gov.

Comings, J. P., Beder, H., Bingman, B., Reder, S., & Smith, C. (2003). Establishing an evidence-based Adult Education system. The National Center for the Study of Adult Learning and Literacy: Harvard Graduate School of Education.

Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-continent Research for Education and Learning.

Marzano , R.J.,  Norford, J. S., Paynter, D. E., Pickering, D. J., & Gaddy, B. B. (2001). A handbook for classroom instruction that works . Alexandria, VA: Association for Supervision & Curriculum Development.

Padak, N. (2002). Strategies that work: What does evidence tell us? Research to practice. Ohio State Literacy Resource Center, Ohio State Dept of Education, Columbus.

Ragan, T. J., & Smith, P. L. (1999). Opening the black box: Instructional strategies examined. In: Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division, Nashville, TN.

Shanahan, T. & Neuman, S. B. (1997). Literacy research that makes a difference. Reading Research Quarterly, 32, 202-210.

Are dynamic:

1. Adapted according to formative and summative evaluative information.

Alessi, S. M. & Trollip, S. R. (2001). Multimedia for learning: Methods and development. 3rd ed. Boston, MA: Allyn & Bacon.

Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass Publishers.

Bhola, H. S. (1990). Evaluating literacy for development projects, programs and campaigns: Evaluation planning, design and implementation, and utilization of evaluation results. Hamburg, Germany: UNESCO Institute for Education.

Black, P., & Wiliam, D. (1998). Formative assessment: Raising standards inside the classroom. Phi Delta Kappan, 80 (2). Retrieved 2-24-05 from: http://www.pdkintl.org/kappan/kbla9810.htm

Brookfield, S. (1990). The skillful teacher: On technique, trust and responsiveness in the classroom. San Francisco: Jossey-Bass.

Dick, W., Carey, L., & Carey, J. O. (2001). Analyzing learners and contexts. In The systematic design of instruction (5th ed.) (Chapter 5, pp. 94-119). New York: Addison-Wesley Educational Publishers.

Smith, R. (2001). Formative e valuation and the scholarship of teaching and learning. New Directions for Teaching and Learning, 88 . 51-62.

Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education , 45. 477-501.