Texas Indicators of Program Quality (IPQs)
for Adult Education and Literacy Curriculum and Instruction:
Are They Evidence-Based? (cont'd)
June 2010
Annotated Bibliography
Ahlstrom, C. (2003). Collaborating with students to build curriculum that incorporates real-life materials. Focus on Basics, 6(C). NCSALL. Boston.
Practitioners provide professional insight on materials needed to address student goals, including the use of authentic materials. Emphasis is placed on developing curriculum with material based on learners’ lives with student participation in creation of a dynamic curriculum. The use of authentic real-life materials is demonstrated in multiple ways and integrates instructional methods such as storytelling for adult learners, student-created texts, poetry, workbooks, and teacher-created, activities. http://www.ncsall.net/?id=192
Alamprese, J. A. (2004). Approaches to ABE transition to postsecondary education. Focus on Basics, 6(D), 26-27. NCSALL. Boston: World Education.
Author discusses a variety of transition activities that have emerged to assist learners prepare for postsecondary education. Adult Basic Education programs are being viewed as a bridge rather than a destination for adult learners participating in these type programs. ABE staff provides assistance by enhancing instruction and identifying support services that will enable learners to enroll in community colleges. ABE programs are collaborating with community colleges to orient learners to the requirements of postsecondary education. http://www.ncsall.net/?id=184
Alessi, S. M. & Trollip, S. R. (2001). Multimedia for learning: Methods and development, 3rd ed. Boston: Allyn & Bacon.
Demonstrates how to use computers in educational settings by combining learning theory and instructional strategies. Emphasis on summative evaluation as an assessment of the instructional process is used. Methods of multimedia instruction, tutorials, drills, simulations, games, and computer-based tests are illustrated. An analysis of constructivist and instructivist approaches discussed.
Algozzine, B., O'Shea, D. J., & Obiakor, F. E. (Eds.). (2009). Culturally responsive literacy instruction. Thousand Oaks, CA: Corwin Press.
This book aims to help professionals support the growing number of students from culturally and linguistically diverse backgrounds. It give practical advice to professionals. The authors provide a detailed, comprehensive, and practical treatment of culturally responsive literacy instruction. The authors discuss a range of interventions, which support the five critical areas of reading instruction. In particular, we explore classroom contexts and learning strategies that are likely to be effective for students from culturally and linguistically diverse backgrounds at all grade levels.
Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass Publishers.
This handbook explains what classroom assessment is, how it works, and how it is used. An introduction to the basic tools of classroom assessment, description of how teachers plan and use classroom assessment projects, including classroom assessment case studies. A basic format of the Classroom Assessment Techniques (CATs) is provided, including the assessment of knowledge and skills, attitudes and values, and reactions to instruction.
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.
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.
The benefits, challenges, and methods expanding access to adult literacy with online distance education (ODE) are examined. Topics addressed include: reasons for considering ODE, new technologies and delivery systems in education, ODE in higher education, business training, and adult basic education, and state-level efforts to try ODE with adult learners. Other topics include challenges of using the World Wide Web in adult education, implementation issues in implementing ODE for adult learners, teaching at a distance, and models for teaching and learning.
Auerbach E. R. (1992). Making meaning, making change. Washington, DC: Center for Applied Linguistics.
Offers ideas for developing adult literacy curriculum using a participatory approach. Topics include: principles of the participatory approach to curriculum development, how to develop curriculum-centered themes, and how students use literacy to make meaningful change in their lives. Major focus is placed on the rationale behind a participatory approach to adult literacy and what research has to say about the importance of participatory approaches to teaching literacy.
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). Available from Center for Adult English Language Acquisition website: http://www.cal.org/CAELA/esl_resources/briefs/multilevel.pdf
Instructors of multilevel classrooms are often challenged with attending to the learning needs of students that vary in levels of listening, speaking, reading, writing, and competence. This article is useful for program administrators, practitioners, teachers, and trainers who work with adult ESL learners in developing successful strategies for implementing multilevel classrooms.
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.
Authors present evidence from research and practice that addresses integrating goal-setting with curriculum. The report examines and clarifies the concept, principles, and role of goal setting in adult education and literacy. It offers up-to-date information from research in the field as well as the practical experience of a number of literacy programs.
Bagnall, R. G. (1989). Researching participation in adult education: A case of quantified distortion. International Journal of Lifelong Education, 8(3), 251-260.
Author discusses how m ost research on participation in adult education has focused on participative presence. This article examines how learner involvement and control are far more important in adult education, a disjunction which leads to research findings of little practical value. The argument is presented that more interpretive or critical research approaches would yield more valuable results and make participation research more compatible with desirable adult education practice.
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
In looking at adult ESOL instruction, the author provides an overview of the instructional methods used over the last 60 years. She then reviews various means used to assess speaking skills. Among her recommendations for practice, Bailey supports the combination of interactive communicative language teaching with language-awareness activities to encourage both fluency and accuracy. She also advocates pre-service training programs in which novice teachers work with the specific population of nonacademic adult ESOL learners.
Balliro, L. (1997). Multiple levels, multiple responsibilities. Focus on Basics, 1(C), 6–8. Retrieved March 2, 2006, from: http://www.ncsall.net/index.php?id=444
While teachers recognize the varying levels of learning in ESL classrooms, some are still overwhelmed at the prospect of meeting the diversities of learning needs in multilevel classrooms. This article suggests ways that teachers might approach this issue and engage strategies that make the experience more constructive.
Beder, H. (1990). Reasons for nonparticipation in adult basic education. Adult Education Quarterly, 40(4), 207-218.
A survey is conducted of adults who had not completed high school to determine reasons for lack of participation in adult basic education. Reasons found were: low perception of need, perceived effort, dislike of school, and situational barriers. Low perception was found to be linked to age and situational barriers caused by midlife.
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.
This study investigated the outcomes or changes in learners that occur as a result of participation in adult literacy education, and the changes that occur in the family, community and larger society as a consequence. The report further indicates the outcome variables typically measured such as personal goal attainment, self-reported gains in self-concept, basic skill acquisitions, getting along better with one’s family, getting a better job, and further education. Specific research that informs curriculum and instructional practices is not included.
Beder, H. (2006). Shaping and sustaining learner engagement in individualized group instruction classrooms. Focus on Basics, 8(B), 6-9. Retrieved from http://www.ncsall.net/?id=1106
Engagement is defined as mental effort focused on instructional tasks or, more simply, working hard at learning. Learners cannot progress unless they are engaged. It is important for teachers to understand what affects engagement so that they will know how to keep learners engaged and what to do if learners become disengaged.
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.
The authors present findings from a study o f twenty adult literacy education classrooms. Classroom behavior was observed twice in seven participating states. It was found that the predominant mode of instruction in adult literacy classrooms closely parallels the initiation, response, evaluation (IRE) method identified by Mehan’s (1979) study of elementary education classrooms.
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.
According to Beder & Medina, research on adult literacy education suggests instruction is predominantly oriented toward development of discrete basic skills and conveyance of factual information. However, current theory suggests adult literacy education is characterized by a focus on meaning rather than conveyance of factual information. Participation of learners in decision making based on learners’ experiences rather than standardized, predetermined curricula is emphasized, as well as assisting learners to transform their lives rather than merely code and decode text. The authors contend that students learn when teaching is experience-centered as it relates to the real-life experience of the learners, and the learning is directed by the learners themselves.
Beder, H., Tomkins, J., Medina, P., Riccioni, R., & Deng, W. (2006). Learners’ engagement in adult literacy education. Boston: National Center for the Study of Adult Learning and Literacy. Retrieved from http://www.ncsall.net/fileadmin/resources/research/report28.pdf
This report presents findings from a five year qualitative study of learner engagement in six adult literacy education classes. The researchers found that there were three contextual factors that shaped engagement in the classes studied: the instructional system, teachers' roles, and classroom norms.
Belzer, A. (1998). Stopping out, not dropping out. Focus on Basics 2(A). NCSALL.
Author discusses how students and teachers may perceive withdrawal from an ABE from different perspectives. Most students leave a program under the disguise of a temporary status with the intention of returning. Students have a variety of reasons for feeling they cannot contnue their schooling. Challenge for educators is to develop lessons that students can work on outside the classroom. Document URL: http://www.ncsall.net/?id=417
Bell , J. S. (2004). Teaching multilevel classes in ESL (2nd ed.). Don Mills, Ontario, Canada: Pippin.
This book addresses topics such as factors to consider in deciding how to teach multilevel ESL classes and the pros and cons of teaching these types of classes. Also addressed are: curriculum planning, student assessment, student progress, and instructional effectiveness. The author includes useful techniques for classroom grouping according to ability level, cross-level, and mixed levels.
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 Adults, (pp. 31-34). University of London/SCUTREA.
This article examines the boundary that divides participation and non-participation in ABE programs. The researcher develops the notion that participation results from a process of self-selection. The author discusses the under-researched issue of the relationship between education and social activity.
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.
This article provides support for planning strategies that target the school dropout population. Special emphasis is placed on problem-solving, critical thinking, and social interaction.
Berry, E., & Williams, M. (1992). Teaching strategies for multilevel ESL classes: Facilitator’s guide. Clackamas Community College, Salem, OR.: Oregon State Dept. of Education. Available from ERIC: http://www.eric.ed.gov/PDFS/ED367198.pdf
This guide, developed at Clackamas Community College, contains instructional strategies for teachers of ESL multilevel classrooms. Included are handouts, schedules, sample lesson plans, activities, and transparencies. This guide is also useful for facilitators of teachers’ workshops on multilevel ESL classes.
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.
Discusses and applies evaluation to literacy programs. Focuses on theory, planning, practice, context, objectives, and functions of evaluation. The author explains techniques and tools for evaluation approaches including formative and summative evaluation. Explains summative evaluation as an outcome method that judges the worth of a program at the end of the program outcome. Formative evaluation is explained as a process method that judges the worth of a program while the program activities are forming or happening.
Bingman, B. (2005). Using research to build evidence-based programs. Presented at the 2005 TALAE Conference, Austin, TX.
Bingman defines evidence-based practice and gives an overview of research conducted by NCSALL (National Center for the Study of Adult Learning and Literacy) on reading, professional development, and learner persistence. Discussion includes implications of this research for programs and strategies for using the research to build evidence-based programs. Using Research to Build Evidence-Based Programs [PDF Document - *Please contact TCALL for a hard copy of this document.
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.
Focus groups were asked to address what issues concern practitioners in adult basic education. Issues relating to curriculum and instruction include uses of technology, group-oriented instructional strategies, developing thinking skills, and strengthening the teaching of math and science concepts. Issues relating to assessment were: non-threatening tools used for placement; evaluating different types of curriculum, simple tests used to evaluate ESL, how to determine if students use what is being taught, and incorporating standards into adult education programs.
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.
Emphasizes learner-centered curriculum that seeks to adapt the curriculum to the needs and interests of learners. Topics include an experiential curriculum that incorporates learners' experiences, skills, and ideas in instructional methods; cooperative instruction where learners collaborate; and participatory instruction where learners have an active voice in what is taught and how it is taught.
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
This study uses a life history methodology in order to understand outcomes of participation in adult literacy education on the lives of adult learners. The results of this study as described by the participants indicate outcomes that extend beyond the acquisition of new skills or educational gains. Implication from this research indicates many current instructional approaches do not measure the primary outcomes as reported by participants in this study: new literacy practices and more positive sense of self. Further research using a national sample may be needed to understand the outcomes of adult literacy programs.
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.
This study investigates action research as a tool to help students set and monitor goals. It was found that this type of research is effective for professional and program development in adult education. Implications from this study: participatory processes should be used to build consensus on performance accountability goals, and locally defined goals should be part of consensus building.
Bishop, M., & Gibson, G. (1999). Learning circles: Do-it-yourself. A guide to preparing your own learning circle material. Retrieved from ERIC, 2-24-05: http://www.eric.ed.gov/PDFS/ED480824.pdf
This guide is intended for individuals and groups interested in developing resource material for highly participatory , small, democratic adult discussion groups that are based soundly on adult learning principles. The following topics are addressed: preparing learning circles that help learners to engage in thoughtful discussion, valuing existing knowledge and experience, and taking a holistic approach where problems and issues are placed in a broad social, economic, and political context.
Black, P., & Wiliam, D. (1998). Formative assessment: Raising standards inside the classroom. Phi Delta Kappan, 80 (2).
This article draws from a review of literature on the use of formative assessment in the classroom. Provides a brief overview of the evidence, both quantitative and qualitative, of the quality of teachers' classroom-assessment practices.
Blunt, A. (2005). A blunt instrument for use by low-literate participants in summative and formative evaluations of adult education and development programs. Adult Education Quarterly, 55(2), 129-149.
This article reports the development of an evaluation technique that uses adjective checklists as instruments for use by low-literate and marginally literate adults to provide assessments of their learning experiences in adult education and development programs. Vignettes of activities from three stages of the development process depict the range of groups and learning events used to refine the technique and to establish the reliability and validity of instrument scores. Recommended procedures are outlined for application of the technique, including the selection of adjectives, obtaining responses, summarizing results, and calculating scores and instrument statistics.
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.
The authors present a review of literature on the importance of using active learning instructional techniques in the classroom. A description of active learning, how this technique can be incorporated into the classroom, and discussion on barriers to the use of this approach is included. Suggestions are given for incorporating active learning into the classroom and barriers to implementing active learning are discussed.
Bourret, C. (2009). Extending learning: Reading packets for ESL students. Adult Basic Education & Literacy Journal, 3(3), 175-179.
The author reflects on the use of reading packets as a new learning option for adult English as a Second Language (ESL) students. He says an increase in self-efficacy in students as well as better student persistence were attributed to packet use. He stresses the need to take into consideration how the packets are designed, implemented and modeled. Positive effects of packets on learners are also cited, including improved vocabulary development.
Bransford, J. D., Donovan, M. S., & Pellegrino, J. W. (Ed.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
This book bridges the research and practice on how children and adults learn and includes information on the role that technology can play in helping people learn.
Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco: Jossey Bass.
Approaches to adult learning are examined, including a review of research on how adults learn. Included are guidelines for practitioners on motivating adults to learn, self-directed learning, learning environments, and planning programs around adult learner needs.
Brookfield, S. (1990). The skillful teacher: On technique, trust and responsiveness in the classroom. San Francisco: Jossey-Bass.
The author illustrates the use of evaluation techniques such as formative and summative evaluation. Provides insight on how teachers can discover ways in which students experience learning and how teachers can respond.
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).
The author discusses the procedures needed to develop a functional context curriculum and the techniques for gathering the information. Illustrates using the goals, objectives, and critical tasks defined by a workplace advisory council to organize the information gathered. The following components of a workplace education curriculum module are explained and illustrated: workplace education module goals, workplace education objectives, workplace competencies, and basic skills. The functional context approach of translating identified job tasks into job performance indicators is illustrated and workplace competencies and basic skills are outlined.
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
This document synthesizes the research and give implications for practice.
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.
In this article, the authors summarize the research that has been conducted on how non-English speaking adults learn to read in English in order to provide evidence-based support. Also addressed are findings on how these learners differ from native English speakers and how instruction is affected by this difference. Findings are useful for adult education practitioners and researchers.
Cassidy, J., Garcia, R., Tejeda-Delgado, C., Garrett, S. D., Martinez-Garcia, C., & Hinojosa, R. V. (2004). A learner-centered family literacy project for latino parents and caregivers. Journal of Adolescent & Adult Literacy, 47(6), 478-488.
Presents a study that examined factors contributing to the success of a learner-centered family literacy project called the Literacy Connection for Latino parents and caregivers in the U.S. Types of family literacy projects; Effectiveness of the program in improving the literacy skills of low income parents; Difficulties encountered in recruiting parents for the program.
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
This guide contains training materials for training practioners who are working with adult English language learners. Includes information for trainers, workshop modules, study guides for study circles and mentoring, and resources for training.
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
This comprehensive and self-contained resource was developed by the Center for Applied Linguistics for the Adult ESOL Program, Office of Adult And Community Education, Fairfax Co. Public Schools. The resource contains materials for four workshop sessions, including a Facilitator Guide, Facilitator Notes, and Participant Handouts. The sessions include: Introduction to Teaching Reading, Selecting Appropriate Texts and Developing a Good Reading Lesson, Focus on Pre-Reading, Putting a Reading Lesson Together.
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
This paper focuses on the knowledge and skills that practitioners (teachers and administrators) working with adult English language learners need in order to work effectively with the learners in their programs, and on the professional development systems and processes that need to be put in place so that practitioners can acquire this knowledge and these skills. State- and program-level administrators, professional developers, teacher trainers, and teachers can use the framework as they seek to improve instruction and, ultimately, learner progress through a systematic, coherent, and sustainable professional development effort.
Christian, M. A., & Kennedy, D. (1999). Multiple intelligences: Theory and practice in Adult ESL.Washington, DC: National Center for ESL Literacy Education.
Provides an outline of the basic tenets of MI theory and describes how it has been applied in teaching English Adult ESL instruction. The theory of multiple intelligences (MI) broadens the traditional view of intelligence as solely composed of verbal/linguistic and logical/mathematical abilities. MI theory maintains that all humans possess at least eight different intelligences that represent a variety of ways to learn and demonstrate understanding. This digest outlines the basic tenets of MI theory and describes how it has been applied to teaching English as a second language (ESL) to adults. Also available on NCLE website (http://www.cal.org/ncle/) as of 10/2004.
Clarke, D. (1989). Materials adaptation: Why leave it all to the teacher? ELT Journal, 43, 2.
According to the author, student involvement in the role of collaborator rather than language receiver helps them to internalize the material through their own creative involvement. External or imposed materials can be made internal to the learners by creative involvement in the adaptation process. As a result, learners are more committed to materials they have helped to create.
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.
Adult educators concur that youngsters with learning disabilities (LD) do not simply outgrow them. They become adults with LD and many of them participate in adult education programs. This ERIC DIGEST discusses the number of adult learners with LD, identifies relevant issues, describes intervention strategies, and suggests specific techniques that adult educators can use with their LD students.
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
This chapter summarizes the research that provides insights into how to help adult learning and literacy students persist in their studies long enough to meet their learning goals. He starts by defining persistence and its importance. He then summarizes the findings from four previous literature reviews and three studies that were published after the reviews. He then describes two NCSALL studies that sought to answer questions that arose out of this earlier research.
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.
Suggests traditional adult education outcomes such as reading comprehension or oral vocabulary could be measured by tests. Behavioral outcomes such as changes in reading at home or the use of English at work could be measured by observations and interviews. However, outcomes such as increased critical thinking ability or stronger self-efficacy are more difficult to assess.
Comings, J., Parrella, A., & Soricone, L. (2000). Helping adults persist: Four supports. Focus on Basics, 4(A).
Authors discuss four supports to assist adult students overcome barriers to participating in adult education programs and persist in their educational pursuits: ability to manage both positive and negative influences, building self-efficacy, goal-setting, and consistently measuring progress.http://www.ncsall.net/?id=332
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.
Examines the need for adult education programs that help adult students persist in their learning until they reach their educational goals.
Comings, J., Soricone, L., & Santos, M. (2006). An evidence-based adult education program model appropriate for research. Cambridge, MA: National Center for the Study of Adult Learning and Literacy. Retrieved from http://www.ncsall.net/fileadmin/resources/research/op_comings4.pdf
This monograph seeks to establish a way for researchers to choose programs that offer an opportunity to employ the most appropriate research method for identifying and evaluating effective interventions.
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.
This summary reports on a research project that looked at the relationship of whole language instruction to adult basic education (ABE) learning. Discussion includes the staff development program enabling teachers to understand the principles and strategies of whole language. Research projects were conducted simultaneously with the staff development program as ABE teachers began to implement whole language in the classroom.
Cook, J. L. (Ed.). (1996). Looking at literacy: Indicators of program quality. New York: New York Adult Education and Training Alliance.
Discusses collaborative effort of learners, practitioners, funding sources, and policymakers in New York to develop indicators of adult education program quality.
Cornbleth, C. (1990). Curriculum in context. Briston, PA: The Falmer Press.
This article discusses the multi-components of a curriculum. According to the author, curriculum includes not only the entirety of activities, methods, materials, and physical and social environment of the whole learning center, but also the dynamic processes that shape and change these components.
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
This report is the first comprehensive examination of linkages between colleges and adult education. Its purpose is to add a new dimension to thought and action about what must be done to close the skills gap in America. Based on the study findings, the report concludes that the adult education and literacy system and community colleges will have to find new ways to work together to bring about the National Opportunity System envisioned in the paper, a system needed for the functioning of our democracy, for the U.S. to remain globally competitive, and to ensure essential workforce development. The report gives numerous recommendations to federal and state government, community colleges, and the adult education community.
Courtney, S. (1992). Why adults learn: Towards a theory of participation in adult education. New York: Routledge.
The author makes a t heoretical examination of participation in adult basic education. The study is concerned with social significance and normative actions related to participation. Focuses on the dimensions of membership in voluntary associations and uses of leisure.
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)
This five-part report synthesizes current theory and research on the adult as learner and generates implications for design and delivery of learning systems, particularly those involving computer-mediated technology and related software. Content includes the current situation of the adult learner, with special attention on increased computer use by the adult learning population. Six major dimensions that constitute learning are identified: knowledge construction and conceptual change; prior knowledge and experience; motivation, self, and community; meta-cognition; authentic tasks and environments; and collaboration and self-direction.
Cranton, P. (2001). Planning instruction for adult learners (2nd ed.). Middleton, OH: Wall & Emerson, Inc.
For over 10 years this book has been a widely used text in college and university courses on teaching adults and is regarded an essential reference work in the field. Now, a new edition refines and expands the principles of instructional design and adult education, combining the practical with the theoretical. Educators in any setting, including university or college, industry or business and evening or leisure courses, will find detailed procedures to plan instruction for adults. It includes the identification of learning characteristics relevant to planning instruction; clear guidelines for writing objectives for and with learners; techniques for sequencing topics in logical order; a survey of methods for different kinds of learning and how to select them; an overview of instructional materials and when to use them; strategies for giving students good feedback; technical advice on how to construct appropriate tests; and a framework and procedures for evaluating instruction.
Cromley, J. (2000). Learning to think, learning to learn: What the science of thinking and learning has to offer adult education. National Institute for Literacy, U.S. Department of Education.
This book, developed for adult educators who teach or tutor reading in General Educational Development (GED) classrooms and for teacher trainers. Topics addressed: getting information into memory, memory and learning, how thinking develops, experience makes some difference for adults, importance of teaching content, critical thinking, active learning, problem-based learning. Incorporates learning methods based on cognitive research, including questions for teacher reflection; quotes from teachers, learners, and researchers that show how the information presented is relevant to teaching.
Cromley, J. (2000). Learning with computers: The theory behind the practice. NCSALL. Focus on Basics,4(C).
Discusses how computers benefit but also limit adult basic education teachers (ABE). Discusses what research says about using technology in instruction. The author points out there is little published research on the connection between adult literacy and technology. Discusses some of the effective uses of technology in the ABE: to increase students’ interests, collaboration, critical-thinking, memorization skills, and accommodating disabilities. http://www.ncsall.net/?id=303
Cromley, J. G. (2005). Metacognition, cognitive strategy instruction, and reading in adult literacy. In Comings, J., Garner, B., & Smith, C. (Ed.), Review of adult learning and literacy: Connecting research, policy, and practice (5th ed., pp. 187-204). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Retrieved from http://www.ncsall.net/fileadmin/resources/ann_rev/rall_v5_ch7_supp.pdf
This chapter describes the role of metacognition and cognitive strategies in reading comprehension and promising techniques to improve metacognitive monitoring. Drawing largely from K-12 research, the author shares what we know about metacognitive monitoring, potential causes of low monitoring, a research review of kind of metacognitive monitoring that readers do (or do not) use and how to measure, a summary of research on teaching reading comprehension strategies to increase metacognitive monitoring, and implications for practitioners, research and policy.
Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.
Examines who participates in adult learning programs; why adults participate and why not; implications for increasing participation. Also discusses the issue of recruitment.
Cross, K. P. (2003). Techniques for promoting active learning. The Cross Papers, 7. Phoenix: League for Innovation in the Community College.
Offers suggestions for implementing active learning techniques with emphasis on collaboration and small-group learning. Provides a perspective of active learning that demonstrates active learning does not always involve interaction. Rather, active learning involves reflection and self-monitoring of processes and the results of learning. The author provides instructors with collaborative learning exercises.
Curtis, M. E. (2006). The role of vocabulary instruction in adult basic education. In Comings, J., Garner, B., & Smith, C. (Ed.), Review of adult learning and literacy: Connecting research, policy, and practice (pp. 43-69). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from http://www.ncsall.net/?id=857
This chapter reviews theory and practice related to vocabulary learning in adult literacy learners and draws some implications for research, policy, and practice.
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