Research, Theory, & Professional Wisdom
and Their Relationship to
Texas Indicators of Program Quality (IPQs)
for Curriculum and Instructional Practices in Adult Education
and Literacy Programs (cont'd)

Are based on persistence:

Bagnall, R. G. (1989). Researching participation in adult education: A case of quantified distortion. International Journal of Lifelong Education, 8(3). 251-260.

Beder, H. (1990). Reasons for nonparticipation in adult basic education. Adult Education Quarterly, 40(4), 207-218.

Beder, H., & Medina, P. (2000). The adult literacy classroom as a social system. The National Center for the Study of Adult Learning and Literacy: Harvard Graduate School of Education.

Belzer, A. (1998). Stopping out, not dropping out. Focus on Basics 2(A). NCSALL.

Benn, R. (1997). Participation in adult education: Breaking boundaries or developing inequalities? In P. Armstrong, N. Miller, and M. Zukas (Eds), Crossing Borders, Breaking Boundaries: International Research in the Education of Adults. Proceedings of the 27th Annual Standing Conference on University Teaching and Research in the Education of Adult. University of London/ SCUTREA. pp. 31-34.

Comings, J., Parrella, A., & Soricone, L. (2000). Helping adults persist: Four supports. Focus on Basics, 4(A).

Comings, J. P., Parrella, A., & Soricone, L. (1999). Persistence among basic education students in pre-GED classes. The National Center for the Study of Adult Learning and Literacy: Harvard Graduate School of Education.

Courtney, S. (1992). Why adults learn: Towards a theory of participation in adult education. New York: Routledge.

Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.

Darkenwald, G. G. & Merriam, S. B. (1982). Adult Education: Foundations of practice. New York: Harper & Row.

Greenleigh Associates. (1968). Participants in the field test of four Adult Basic Education Systems: A follow-up study. ERIC Reproduction.

Hall, A. G., & Donaldson, J. F. (1997). An exploratory study of the social and personal dynamics that deter underserved women from participating in adult education activities. Annual Adult Education Research Conference, Stillwater, OK.

Hayes, E. R. (1988). A typology of low-literate adults based on perception of deterrents to participation in adult basic education. Adult Education Quarterly, 39(1), 1-10.

Johnstone, J. W.C & Rivera, R. J. (1965). Volunteers for learning: A study of the educational pursuits of adults. Hawthorne, NY: Aldine.

Lucey, M. (1998). Where attendance is not a problem. Focus on Basics 2(A). NCSALL.

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.

Quigley, B. A. (1990). Hidden logic: Reproduction and resistance in adult literacy and adult basic education. Adult Education Quarterly, 40(2),103-115.

Quigley, B. A. (1997). Rethinking literacy education: The critical need for practice-based change. San Francisco: Jossey-Bass.

Quigley, B. A. (1998). The first three weeks: A critical time for motivation. Focus on Basics, 2(A).

Rao, D. (2004). The open door policy: Hidden barriers to postsecondary education for non-traditional adult learners. Focus on Basics, 6(D), Boston, MA: World Education.

Rubenson, K. (1998). Adults’ readiness to learn: Questioning lifelong learning for all. Paper presented at the Annual Adult Education and Research Conference, San Antonio, May 13-15, 1998.

Sissel, P. A. (1997. Participation and learning in Head Start: A sociopolitical analysis. Adult Education Quarterly, 4, 123-137.

Stauffer, J. M. (1973). The NALA Study: A description of the National Affiliation for Literacy Advance. Syracuse, NY: New Readers Press.

Tinto, V. (1982). Limits of theory and practice in student attrition. Journal of Higher Education, 53(6), 687-700.

Tinto, V.(1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68(6), 599-622.

Tracy-Mumford, F. (1994). Student retention: Creating student success. Washington, DC: National Adult Education Professional Development Consortium, Inc.

Valentine, T., & Darkenwald, G. G. (1990). Deterrents to participation in Adult Education: Profiles of potential learners. Adult Education Quarterly,41(1), 29–42.

Utilizes Multiple Intelligence Theory:

Christian, M. A., & Kennedy, D. (1999). Multiple intelligences: Theory and practice in Adult ESL.Washington, DC: National Center for ESL Literacy Education.

Kallenbach, S. & Viens, J. (2002) Open to interpretation: Multiple intelligences theory in adult literacy education. NCSALL Report #21. Cambridge, MA: National Center for the Study of Adult Learning and Literacy, Harvard Graduate School of Education. Cambridge, MA.

Kerka, S. (2000). Multiple Intelligences and Adult Education. Trends and Issues Alert No. 17. ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.

Utilizes distance learning:

Askov, E. N., Johnston, J., Petty, L. I., Young, S. J. (2003). Expanding access to adult literacy with online distance education.National Center for the Study of Adult Learning and Literacy, Boston, MA.

Bermudez, A.B., & Palumbo, D. (1994). Bridging the gap between literacy and technology: Hypermedia as a learning tool for limited English proficient students. The Journal of Educational Issues of Language Minority Students, 14,165-184.

Cromley, J. (2000). Learning with computers: The theory behind the practice. NCSALL. Focus on Basics,4(C).

Hacker, E. (2000). Choosing and using web sites for literacy instruction: Evaluation resources and strategies. NCSALL Focus on Basics, 4(C).

Johnston, J., & Young, S. J. (1999). LiteracyLink ® pilot testof workplace essential skills & LitTeacher professional development courses (Evaluation Report). Institute for Social Research, University of Michigan.

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

Smith, J. C. (2004). Effective use of desktop videoconferencing in Teacher Education and Professional Development with reference to strategies for Adult Basic Education. (Technical Report). Philadelphia: University of Pennsylvania. National Center of Adult Literacy.

Wrigley, H. S. (2001). Principles and indicators to assist in the development and evaluation of technology-based materials. A design framework for multimedia development in adult literacy. Retrieved 2-9-05 from: http://www.cyberstep.org/principles.html

Emphasizes contextual strategies:

Cromley, J. (2000). Learning with computers: The theory behind the practice. NCSALL. Focus on Basics, 4(C).

Hansman, C. A. (2001). Context based adult learning. In Merriam, S. (Ed.). The New Update on Adult Learning Theory, (pp.43-51). New Directions for Adult and Continuing Education, 89. San Francisco, CA: Jossey-Bass Publishers.

Lave, J. (1996). The practice of learning. In S. Chailin & J. Lave (Eds), Understanding practice: Perspectives on activity and context (pp.3-34). Cambridge, England: Cambridge University Press.

Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

Resnick, L. (1987). Learning in school and out. Educational Researche , 16(9), 13-20.

Schön, D. A. (1987). Educating the reflective practitioners. San Francisco: Jossey Bass.

Schön, D. (1983). The reflective practitioner: How professionals think in action. USA: Basic Books professionals think in action.

Vella, J. K. (1997). Learning to listen, learning to teach: The power of dialogue in educating adults. San Francisco: Jossey-Bass.

Incorporates issues of transition:

Alamprese, J. A. (2004). Approaches to ABE transition to postsecondary education. Focus on Basics , 6(D), 26-27. NCSALL. Boston: MA. World Education.

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

Johnson, K., Haas, B., Harrell, B., & Alameida, R. (2004). EdCap: A transition program in transition. Focus on Basics, 6(D). The National Center for the Study of Adult Learning and Literacy: Harvard Graduate School of Education.

Lombardo, J. B. (2004). Relationships count. Focus on Basics, 6(D), 1-6. Boston, MA: World Education.

Tyler, J. (2004). Why go beyond the GED? Focus on Basics: Transition, 6(D), Boston, MA: World Education. http://www.ncsall.net/?id=171

Addresses special needs of adult learners:

Clearinghouse on Adult Education and Literacy (1989). Instructional strategies for adults with learning disabilities. Washington, DC: Division of Adult Education and Literacy, U.S. Department of Education, 1989.

Courtney, S., Vasa, S., Luo, J., Muggy, V. (1999). Characteristics of adults as learners and implications for computer-based systems for information and instruction. Adult, Career, and Vocational Education (CE081462).

Gadbow, N. F., DuBois, D. A. (1998). Adult learners with special needs: Strategies and resources for postsecondary education and workplace training. Professional practices in adult education and Human Resource Development Series.

Hoover, J. J., Patton, J. R. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, 40(4), 231-236.

Lowry, C. M. (1990). Teaching adults with learning disabilities. ERIC Digest. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ED 321156).

Osher, D. et al. (1993). Learning disabilities: Learner-centered approaches. Study of ABE/ESL Instructor Training Approaches. Pelavin Associates, Inc., Washington, DC.

Pues, S. (1990). Adults with special learning needs: An overview. Adult Learning, 2(2), 17-20.

Riviere, A. (1996). Assistive technology: Meeting the needs of adults with learning disabilities. Academy for Educational Development, Washington, D.C. National Adult Literacy and Learning Disabilities Center.

Schwarz, R., & Burt, M. (1995). ESL Instruction for learning disabled adults. Adjunct ERIC Clearinghouse for ESL Literacy Education, Washington, D.C. National Clearinghouse for ESL Literacy Education, Washington, D.C.

Schwarz, R., & Terrill, L. (2000). ESL Instruction with learning disabilities. National Clearinghouse for ESL Literacy Education, Washington, D.C.

Smith, C., Harris, K., & Reder, S. (2005). Applying research findings to instruction for Adult English Language. Center for Adult English Language Acquisition (CAELA).

Aydinli, J. M. & Van Horne, R. (2006).  Promoting the success of multilevel ESL classes: What teachers and administrators can do. Center for Adult English Language Acquisition (CAELA).

Balliro, L. (1997). Multiple levels, multiple responsibilities. Focus on Basics, 1(C), 6–8. Boston, MA: World Education.

Bell, J. S. (2004). Teaching multilevel classes in ESL (2nd ed). Don Mills, Ontario, Canada: Pippin.

Berry, E., & Williams, M. (1992). Teaching strategies for multilevel ESL classes: Facilitator’s guide. Clackamas Community College, Salem, OR.: Oregon State Dept. of Education.

Foltz, A. (2001). Lean on me: Applying what I learned to multi-level ESL. Bureau of Adult Basic Literacy Education (ABLE), Pennsylvania Department of Education. (Adobe® Acrobat® Reader)

Shank, C. C., & Terrill, L. R. (1995). Teaching multilevel adult ESL classes. Washington, DC: Center for Applied Linguistics.