Texas Indicators of Program Quality (IPQs)
for Adult Education and Literacy Curriculum and Instruction:
Are They Evidence-Based? (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. (2006). Shaping and sustaining learner engagement in individualized group instruction classrooms. Focus on Basics, 8(B), 6-9.

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. P. (2007). Persistence: Helping adult education students reach their goals. In Comings, J., Garner, B., & Smith, C. (Ed.), Review of adult learning and literacy: Connecting research, policy, and practice. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from http://www.ncsall.net/fileadmin/resources/ann_rev/comings-02.pdf

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.

Gardner, B. (2005). Focus on research . . . research factors that shape engagement. Focus on Basics, 7(C). Retrieved from http://www.ncsall.net/?id=732

Gerhard, G. (2007). Enabling ABE students with learning disabilities to persist in college. Focus on Basics, 8(D), 34-36. Retrieved from http://www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf

Gopalakrishnan, A. (2008). Learner retention in adult secondary education: A comparative study. Adult Basic Education & Literacy Journal, 2(3), 140-150.

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.

Jones, R. (2005). Rethinking instruction and participation for adult basic education. Retrieved from http://www.ncsall.net/?id=894

Kerka, S. (2005). Learner persistence in adult basic education: CALPRO research digest. Sacramento, CA: California Adult Literacy Professional Development Project.

Lipnevich, A. (2006). Low self-esteem: Myth or reality? Focus on Basics, 8(B) Retrieved from http://www.ncsall.net/?id=1105

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

National Center for the Study of Adult Learning and Literacy (NCSALL). (2003). Learner persistence in adult basic education. Boston: Author. Retrieved from http://www.ncsall.net/fileadmin/resources/teach/lp.pdf

National Center for the Study of Adult Learning and Literacy (NCSALL). (2006). Adult student persistence. Boston: World Education. Retrieved from http://www.ncsall.net/?id=896

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.

Porter, K. E., Cuban, S., Comings, J. P., & Chase, V. (2005). "One day I will make it:" A study of adult student persistence in library literacy. Boston: National Center for the Study of Adult Learning and Literacy. Retrieved from http://www.ncsall.net/fileadmin/resources/research/lilaa_oneday_rb.pdf

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: World Education.

Reder, S., & Strawn, C. (2006). Self-study: Broadening the concepts of participation and program support. Focus on Basics, 8(C) Retrieved from http://www.ncsall.net/?id=1152

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.

Schafft, K. A., & Prins, E. S. (2009). Poverty, residential mobility, and persistence across urban and rural family literacy programs in pennsylvania. Adult Basic Education & Literacy Journal, 3(1), 3-12.

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.

Strucker, J. (2006). More curriculum structure: A response to "turbulence". Focus on Basics, 8(C) Retrieved from http://www.ncsall.net/?id=1151

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.

Wlodowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed.). San Francisco: Jossey-Bass.

Utilize 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.

Hofer, J. (2004). Adult multiple intelligences: Mentor teacher group guide. Boston: National Center for the Study of Adult Learning and Literacy. Retrieved from http://www.ncsall.net/fileadmin/resources/teach/mentor.pdf

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.

National Center for the Study of Adult Learning and Literacy (NCSALL). (2006). Adult multiple intelligences in practice. Boston: Author. Retrieved from http://www.ncsall.net/fileadmin/resources/teach/ami_pract.pdf

Parrella, A., & Hofer, J. (2004). Adult multiple intelligences. Boston: National Center for the Study of Adult Learning and Literacy. Retrieved from http://www.ncsall.net/fileadmin/resources/teach/ami.pdf

Viens, J., & Kallenbach, S. (2004). Multiple intelligences and adult literacy: A sourcebook for practitioners. New York: Teachers College Press.

Integrate Technology (Includes Online Learning, Distance Learning, and Distributed 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.

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.

Bransford, J. D., Donovan, M. S., & Pellegrino, J. W. (Ed.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

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.

McCain, M. L., & Council for Advancement of Adult Literacy. (2009). The power of technology to transform adult learning: Expanding access to adult education & workforce skills through distance learning. Council for Advancement of Adult Literacy. Retrieved from http://www.caalusa.org/POWER_OF_TECH.pdf

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

Schoneck, L. M. (2006). Distance learning as a backup. Focus on Basics, 8(C) Retrieved from http://www.ncsall.net/?id=1153

Silver-Pacuilla, H. (2008). Investigating the language and literacy skills required for independent online learning Retrieved from http://www.nifl.gov/publications/pdf/NIFLOnlineLearningReport.pdf

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.

Snyder, M. M. (2009). Instructional-design theory to guide the creation of online learning communities for adults. Tech Trends, 53(1).

Vaughn, C., & Virginia Adult Learning Resource Center. (2000). Reaching out: A starter kit for adult education distance learning programs. Retrieved from http://www.vcu.edu/aelweb/reaching.pdf.

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

Emphasize Contextual Strategies:

Beder, H., Tomkins, J., Medina, P., Riccioni, R., & Deng, W. (2006). Learners’ engagement in adult literacy education (No. 28). National Center for the Study of Adult Learning and Literacy. Retrieved from http://www.ncsall.net/fileadmin/resources/research/report28.pdf

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: 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.

National Center for the Study of Adult Learning and Literacy (NCSALL). (2005). Study circle guide: Research-based adult reading instruction. Boston: Author. Retrieved from http://www.ncsall.net/fileadmin/resources/teach/adult_reading_scg.pdf

Prins, E. (2009). Examining interpersonal dynamics among adult learners through the lens of place. International Journal of Lifelong Education, 28(1), 91-106.

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.

Incorporate 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.

Council for Advancement of Adult Literacy. (2005). To ensure America's future: Building a national opportunity system for adults. Strengthening links between adult education and community colleges. Summary report of the CAAL project on adult education and community colleges. Council for Advancement of Adult Literacy. Retrieved from http://www.caalusa.org/ensureamericasfuture.pdf

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

Di Tommaso, K. (2005). Contextualized grammar instruction for college transition students. Research to Practice Brief (3). Retrieved from http://www.collegetransition.org/promising/rp3.html

Di Tommaso, K. (2005). Strategies to facilitate reading comprehension in college transition students. Research to Practice Brief (5). Retrieved from http://www.collegetransition.org/promising/rp5.html

Gaynard, S. (2008). Choices and transitions in lifelong learning and life course development: One woman's story. In J. Ostrouch, & E. Ollagnier (Eds.), Researching gender in adult learning. (pp. 213-229). New York, US: Peter Lang Publishing.

Glastra, F. J., Hake, B. J., & Schedler, P. E. (2004). Lifelong learning as transitional learning. Adult Education Quarterly, 54(4), 291-307.

Hector-Mason, A. (2009). In Corley M. A. (Ed.), Transitioning English language learners: Annotated bibliography. Washington, DC: American Institutes for Research. Retrieved from http://www.air.org/expertise/index/index.cfm?fa=viewContent&content_id=145

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.

Jolley, T., & McNamee, K. (2003). Holding one hundred hands: Helping dislocated workers become successful college students. Community College Journal, 73(6), 28-31.

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

Mellard, D. F., & Anderson, G. (2007). Challenges in assessing for postsecondary readiness. New York: National Commission on Adult Literacy. Retrieved from http://www.caalusa.org/content/assessmentmellard.pdf

Mellard, D. F., & Lancaster, P. E. (2003). Incorporating adult community services in students' transition planning. Remedial & Special Education, 24(6), 359-368.

O'Donnell, V. L., & Tobbell, J. (2007). The transition of adult students to higher education: Legitimate peripheral participation in a community of practice? Adult Education Quarterly, 57(4), 312-328.

Parrish, B., & Johnson, K. (2010). Promoting learner transitions to postsecondary education and work: Developing academic readiness from the beginning. Washington, DC: Center for Applied Linguistics. Retrieved from http://www.cal.org/caelanetwork/resources/transitions.html

Renton Technical College. (2005). Construction math toolkit Retrieved from http://www.rtc.edu/CCE/Resources/Products/MathToolBox/Default.aspx

Scanlon, D. (2008). Contexts of transition. Remedial and Special Education, 29(3), 131-132.

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

Wolf, M. A. (2009). Older adult women learners in transition. New Directions for Adult & Continuing Education, (122), 53-62.

Zafft, C., Kallenbach, S., & Spohn. J. (2006). Transitioning adults to college: Adult basic education program models. Cambridge, MA: Harvard Graduate School of Education. Retrieved from http://www.collegetransition.org/planning/nctntransitionpaper.pdf

Address Special Needs of Adult Learners:

Algozzine, B., O'Shea, D. J., & Obiakor, F. E. (Eds.). (2009). Culturally responsive literacy instruction. Thousand Oaks, CA: Corwin Press.

Bailey, K. M. (2006). Issues in teaching speaking skills to adult ESOL learners. In Comings, J., Garner, B., & Smith, C. (Ed.), Review of adult learning and literacy: Connecting research, policy, and practice. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from http://www.ncsall.net/fileadmin/resources/ann_rev/comings_ch5.pdf

Burt, M., Peyton, J. K., & Adams, R. (2003). Reading and adult english language learners: A review of the research. Washington, DC: Center for Applied Linguistics. Retrieved from http://www.cal.org/caela/research/RAELL.pdf

Center for Adult English Language Acquisition. (2007). The CAELA guide for adult ESL trainers: Tools for training practitioners working with adult english language learners. Washington, DC: Center for Applied Linguistics. Retrieved from http://www.cal.org/caela/scb/CAELAGuide.pdf

Center for Applied Linguistics. (2005). Teaching reading to adult English language learners: A reading instruction staff development program. Washington, DC: Author. Retrieved from http://www.valrc.org/publications/pdf/teachingreading.pdf

Center for Applied Linguistics. (2010). Framework for quality professional development for practitioners working with adult english language learners. Washington, DC: Author. Retrieved from http://www.cal.org/caelanetwork/profdev/framework/FrameworkNew.pdf

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.

Larotta, C. (2007). Inquiry in the adult classroom: An ESL literacy experience. Adult Learning, 18(3), 25-29.

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

Lukes, M. M. (2009). We thought they had forgotten us: Research, policy, and practice in the education of Latino immigrant adults. Journal of Latinos and Education, 8(2), 161-172.

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.

Rodriguez, A. G. (2009). Teaching grammar to adult English language learners: Focus on form. Washington, DC: Center for Applied Linguistics. Retrieved from http://www.cal.org/caelanetwork/resources/teachinggrammar.html

Schwarz, R. L. (2007). Addressing potential impediments to learning with ESOL students. Focus on Basics, 8(D), 20-25. Retrieved from http://www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf

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.

Silver-Pacuilla, H. (2007). Assistive technology and adult literacy: Access and benefits.7(4), 93-136. Retrieved from http://www.ncsall.net/fileadmin/resources/ann_rev/silver-pacuilla-04.pdf

Silver-Pacuilla, H. (2007). Getting started with assistive technology. Focus on Basics, 8(D), 16-20. Retrieved from http://www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf

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

Taymans, J. M. (2009). In Gerber P. J. (Ed.), Learning to achieve: A review of the research literature on serving adults with learning disabilities. Washington, DC: National Institute for Literacy. Retrieved from http://www.nifl.gov/publications/pdf/L2ALiteratureReview09.pdf

Weisel, L., Toops, A., & Schwarz, R. (2005). Understanding the complexities of offenders' special learning needs. Focus on Basics, 7(D), 31-34. Retrieved from http://www.ncsall.net/?id=829

Incorporate Teaching Strategies for Multi-level ESL Classrooms:

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: 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.

DelliCarpini, M. (2006). Scaffolding and differentiating instruction in mixed ability ESL classes using a round robin activity. The Internet TESL Journal: For Teachers of English as a Second Language, 12(3), 6/9/10.

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)

Mathews-Aydinli, J., & Van Horne, R. (2006). Promoting the success of multilevel ESL classes: What teachers and administrators can do. Washington, DC: Center for Adult Education Language Acquisition.

Saldana, C. (2005). Differentiating instruction for a multilevel class.7(C), 17-18. Retrieved from http://www.ncsall.net/?id=735

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