Texas Indicators of Program Quality (IPQs)
for Adult Education and Literacy Curriculum and Instruction:
Are They Evidence-Based? (cont'd)
June 2010
Annotated Bibliography
Dann-Messier, B., Kampits, E. I. (2004). Building the desire, building the ability. Focus on Basics, 6(D), 22-25.
Authors describe a community-based Adult & Family Learning Center that introduces learners to college. The Center is designed to assist low-income, first-generation adult learners confront the challenges needed to overcome before they can enroll in adult education and college. Authors identified these elements as best practices for helping students with transition: assistance with admissions and course selection, counseling, and assurance of success. Continuous evaluation of curriculum is conducted with modifications made as needed. http://www.ncsall.net/?id=185
Darkenwald, G. G. & Merriam, S. B. (1982). Adult Education: Foundations of practice. New York: Harper & Row.
Study showing that higher levels of participation are associated with higher levels of educational attainment. Examines the extent to which environment and group membership creates an orientation to involvement in adult education programs.
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.
This article details a technique that ESL/EFL teachers can successfully integrate in their mixed ability classes and facilitate the development of necessary skills.
Dick, W., Carey, L., & Carey, J. O. (2001). Analyzing learners and contexts. In The systematic design of instruction (5th ed.), (pp. 94-119). New York: Addison-Wesley Educational Publishers.
The author discusses formative evaluation strategies for improving and revising instructional materials. Includes summative evaluation strategies designed to study the effectiveness of the whole system.
Dirkx, J. M., & Prenger, S. M. (2008). A guide for planning and implementing instruction for adults: A theme-based approach. San Francisco: Jossey-Bass.
This guide is designed to help teachers plan and implement integrated, theme-based (ITB) instruction for adults. Key topics include important assumptions about how adults learn, approaches to context-based instruction, framework for organizing instructional planning around particular learner themes, instructional strategies that may be helpful in implementing a thematic approach to instruction, assessing instruction and student learning, defining competencies and curricular and instructional resources for implementing ITB instruction.
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
This research review examines the research on effective grammar instruction. Research has shown that rote teaching of grammar rules is not an effective teaching method. This brief provides a conceptual framework for discussion of contextualization and numerous classroom examples.
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
This research review discusses recent research on the strategies used by good reader. Learn about the many strategies you can teach your students so that they are ready for one of the biggest challenges of college: reading complex material.
Drago-Severson, E., Cuban, S., & Daloz, K. (2009). "I got your back": Looking closely at women learners' collaboration and leadership in three studies. Adult Basic Education and Literacy Journal, 3(3), 140-150.
This paper describes findings from three different research studies of diverse women learners. The authors used qualitative methodology to investigate how collaborative relationships among these women supported their learning and leadership development.
Fingeret, H. (1992). Adult literacy education: Current and future directions. An update. ERIC Clearinghouse on Adult, Career, and Vocational Education. Information Series No. 355.
The author discusses the increasing body of literature that is challenging conventional assumptions and values related to literacy. Learner participation ranges from teachers depositing information into students' minds to learner-centered instruction in which students participate in developing materials, to participatory literacy efforts in which students share power and responsibility for curriculum development, instruction, and program management. Individually-oriented and community-oriented approaches are illustrated showing how adult literacy education is moving from a narrow view of discrete skills to a richer understanding of the relationship between literacy, culture, and people.
Fingeret, H. A., & Jurmo, P. (Eds.) (1989). Participatory literacy education. San Francisco: Jossey-Bass.
According to the authors, adults have very specific and individualized learning goals and needs. Adult Basic Education programs should emphasize learner-centered needs and reflect a participatory approach to instruction.
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. Available from: http://www.portal.state.pa.us/portal/server.pt/document/384105/multilevelsh_pdf
This article illustrates how an ESL teacher transferred training from a professional development workshop to her multilevel ESL class. The article demonstrates how teachers might connect their own learning to practice and is an example of the positive outcomes of teachers continuing their professional development.
Freire, P. (1973). Pedagogy of the oppressed. New York: Seabury Press.
Author presents an emancipatory philosophy of transformative learning based on teacher and learner as co-investors in the learning situation. Dispels the banking concept of learning.
Gaber-Katz, E., & Watson, G. M. (1990). The land that we dream of: A participatory study of community-based literacy. Toronto, ON: OISE.
Researchers argue for a participatory approach to a community-based literacy program that includes the voices and experiences of learners, practitioners, staff, and researchers.
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.
This book discusses special learning needs of adults, related issues, tools, and teaching strategies. Text includes an overview of the demographics and issues that adults with disabilities face as they seek opportunities to learn; the diversity of adult learners, description of disabilities and how they may affect learning ; strategies and accommodations that persons with different disabilities may need; suggestions, strategies, and resources for developing an inclusive learning environment, carrying out organization-wide programs and training initiatives, and examining curricular and academic issues related to disabilities; special services and programs to assist the learner with special needs within the institution or organization; networks and collaboratives as resources for information; the role of advocacy and self-advocacy; and trends and future directions.
Gardner, B. (2005). Focus on research . . . research factors that shape engagement. Focus on Basics, 7(C). Retrieved from http://www.ncsall.net/?id=732
The author describes a NCSALL study that explores what factors shape whether ABE students engage in instruction and the relationship between engagement and learner persistence.
Garner, B. (2003). Creating curricula for challenging circumstances. Focus on Basics, 6(C). NCSALL.
The author’s experiences as teacher, teacher-trainer, and materials development specialist are used to provide strategies for developing a curriculum that is subject and workbook-based rather than authentic. However, the curriculum, materials, and methods respond to the conditions in which they are used and to the resources of those who use them. Illustrates how to develop the content of the curriculum based on what the learners want. http://www.ncsall.net/?id=199
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.
This chapter provides a discussion of the methodological issues surrounding a research project concerned with mature graduate women's perceptions of their lives and educational experiences. The research uses a combination of quantitative (questionnaire) and qualitative (lifelines and interviews) methods. The rationale for employing a combination of these three methods is given and evaluated. An example of the information gathered from each research method is presented from one participant to demonstrate the different types of data gathered and also to outline the particular contributions and limitations of each method.
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
This article utilizes three vignettes based on interviews with and in-class observations of former ABE students about their perceptions of the transition from ABE to college.
Ginsburg, L. (2008). Designing instruction with the components of numeracy in mind. Focus on Basics, 9(A), 14-20. Retrieved from http://www.ncsall.net/fileadmin/resources/fob/2008/fob_9a.pdf
The article discusses the importance of using the components and subcomponents of numeracy when planning math instruction.
Glastra, F. J., Hake, B. J., & Schedler, P. E. (2004). Lifelong learning as transitional learning. Adult Education Quarterly, 54(4), 291-307.
The question pursued in this article is how current policies in the context of lifelong learning relate to the requirements of a competitive economy, on one hand, and the good life on the other hand. To be able to evaluate dominant and alternative answers thoroughly in terms of lifelong learning, the authors look at the consequences of globalization and individualization. After having analyzed lifelong learning policies in the Netherlands, the article examines an important alternative, the so-called biographicity approach. In conclusion, the authors outline their own "transitional learning" perspective as an integral approach to lifelong learning as life-wide learning.
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.
Discusses how thinking and knowing are used as practical instructional applications. Provides practical means for building and assessing curricula and instruction. Explains a dual curriculum based on language and thinking; provides new theoretical understandings of the how and why language development, discusses whole-language programs, teaching strategies for comprehension.
Gopalakrishnan, A. (2008). Learner retention in adult secondary education: A comparative study. Adult Basic Education & Literacy Journal, 2(3), 140-150.
This paper compares the retention of learners enrolled in the GED preparation program to those enrolled in two other adult secondary completion program options. It discusses why significantly higher levels of graduation and retention may not be attainable if the GED preparation program is the only option available to learners. It suggests that expanding secondary completion program options must become a critical policy-level strategy for improving learner retention. It also proposes a new longitudinal perspective of retention that is based on the continued participation of learners in future fiscal years.
Greenleigh Associates. (1968). Participants in the field test of four Adult Basic Education Systems: A follow-up study. ERIC Reproduction.
Follow-up study on the impact of education and training programs on participants in terms of educational gain and retention. Addresses the need to upgrade and improve ABE programs, including curricula, teacher training, and instructional materials.
Hacker, E. (2000). Choosing and using web sites for literacy instruction: Evaluation resources and strategies. NCSALL Focus on Basics, 4(C).
The author emphasizes the significance of the Internet as an adult learning tool that should not be omitted from the curricula. The author discusses the Web as a means for adult learners in isolated situations to participate in adult education programs. Outlines the Cyberstep Project, funded by the U. S. Dept. of Education that aims to develop standards for multimedia instructional resources for adults functioning at low literacy levels. http://www.ncsall.net/?id=312
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.
A study of the social and psychological interactions that influence participation in adult education programs by women without a high school diploma. From a grounded theory perspective, an inductive analysis revealed four integrated categories of deterrents that describe factors leading to nonparticipation (a) pre-adulthood factors; (b) patterns of nonsupport in adulthood; (c) conventional deterrents; and (d) lack of "voice" in adulthood.
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.
Explains the importance of understanding the centrality of social context to learning. Describes forms of situated learning in practice: cognitive apprenticeships and communities of practice.
Harmin, M. (1994). Inspiring active learning: A handbook for teachers. Alexandria, VA: Association for Supervision and Curriculum
Provides practical strategies used by teachers to help students become active, responsible learners. Strategies include mutual respect, collaboration, commitment to learning, and the dignity of all. Includes strategies for developing high-involvement lessons and basic instructional strategies, expanding student confidence, using praise and rewards, and raising standards of excellence. Also provides strategies for stimulating thinking and for teaching beyond facts and details.
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.
Discusses barriers that cause adult learners to drop out of ABE classes. These barriers vary according to age, sex, and educational level. The author identifies five deterrents to persistence: low self-confidence, social disapproval, situational barriers, negative attitude toward education, and low personal priority. The new typology presented by the author suggests that recruitment and retention strategies are designed to the needs of specific groups.
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
This monograph describes a study of instructional and programmatic practices that support the transition of English language learners (TELL) from English as a second language (ESL) programs to adult basic education (ABE) or adult secondary education (ASE) programs.
Hendrickson, L. (1984). Active learning. Eric Digest No. 17. ASHE-ERIC Higher Education Reports. The George Washington University, ERIC Reproduction Service.
Presents research findings relating active learning to student achievement. Examples of active learning practices in specific areas of the social studies are provided. Emphasizes the growing body of research relating active learning approaches to student achievement that includes among secondary and postsecondary students. Discusses the gap between theory and practice by presenting educational reports that advocate the need for a more varied, active approach to teaching social studies.
Hock, M., & Mellard, D. (2005). Reading comprehension strategies for adult literacy outcomes. Journal of Adolescent & Adult Literacy, 49(3), 192-200.
A study investigated the reading comprehension strategies that are most important to adults' success on adult literacy outcome measures and the intervention strategies that maybe most helpful for instructors to use with adults with literacy deficiencies. Results identified Summarizing and Drawing Inferences as the most important reading comprehension strategies for adult literacy outcomes. Paraphrasing and Self-Questioning were found to be the Strategic Instruction Model intervention strategies most likely to benefit adult learners.
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
This guide provides detailed instructions for organizing a mentor teacher group to consider the implications of Multiple Intelligences Theory in instructional practice.
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.
Authors discuss the topic of curriculum and its differentiation for English Language Learners (ELLs) with special needs. Specifically, this article addresses teaching and curricular principles, as well as practices necessary to effectively meet diverse needs in the classroom. This article also includes several checklists or guides to assist educators to become more competent in implementing and differentiating instruction. The ideas and practices presented will assist educators of ELLs to provide culturally relevant implementation and differentiation of mandated educational curriculum.
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.
Author examines workplace education programs to see what is expected of workers. She argues that alternate viewpoints are essential to creating frameworks for understanding literacy in relation to work.
Jacobson, E., Degener, S., Purcell-Gates, V. (2003). Creating authentic materials and activities for the adult literacy classroom: A handbook for practitioners. Boston: National Center for the Study of Adult Learners and Literacy.
By providing illustrative examples from real classrooms and feedback from teachers, this teacher handbook brings to life ways teachers have modified their adult literacy classroom practice to be more learner contextualized. Topics addressed include: background of existing theory on contextualized instruction, building relationships with students and initiating discussions and activities that help determine literacy practices most relevant to the learners, creating materials and activities that meet skill needs of students within a relevant context, illustration of the kind of materials and activities that can be termed authentic, tools that are the most effective for assessing students and programs, how contextualized instruction fits with standardized assessment, and whether curriculum can be contextualized when one or more assessment measures are not.
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.
The authors presents the findings of a program created in the State of Washington to assist undisciplined students with poor attendance and behavior problems to transition into college.
http://www.ncsall.net/index.php?id=170
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.
Examines the issues related to the quality of learning technology for adult learners and the use of multimedia components. Students and teachers were found to be satisfied with materials that were used for LiteracyLink/Workplace Essential Skills.
Johnstone, J. W.C & Rivera, R. J. (1965). Volunteers for learning: A study of the educational pursuits of adults. Hawthorne, NY: Aldine.
This study examined participation in adult education programs and the type of learning activities involved. Identified situational barriers, institutional barriers, socio-economic barriers, and geographical barriers to participating in adult education programs.
Jolley, T., & McNamee, K. (2003). Holding one hundred hands: Helping dislocated workers become successful college students. Community College Journal, 73(6), 28-31.
The transition of employees from factory workers at the Unifirst Corporation facility in Cave City, Arkansas, to college students at the University of Arkansas Community College at Batesville and Ozarka College in Melbourne, Arkansas, is discussed. When closure of the facility was a certainty, a petition for Department of Labor benefits was made and approved. An informational workshop was held on site at the facility during regular work hours, Unifirst office personnel acted as intermediaries between the community college representatives and any interested employees, both colleges conducted orientation sessions for students on their campuses, and students were weaned away from their initial contact person once classes began. The lessons learned in the process are discussed.
Jones, R. (2005). Rethinking instruction and participation for adult basic education. Retrieved from http://www.ncsall.net/?id=894
This guide addresses issues around organizing learning services for students in ways that make sense for them, and what the research says about it. The focus is on the structure and organization of instruction and how we can broaden the range of options that students have so that classes aren't the only option. This guide provides all the necessary materials and clear instructions to plan and facilitate a three-session study circle (with an option for a fourth).
Jurmo, P. J. (1987). Learner participation practices in a dult literacy efforts in the United States. Unpublished Ed.D. Dissertation, University of Massachusetts, Amherst.
This document is a study and review of literature on learner participation and the type of learner participation in the instructional aspects of adult literacy education. Three purposes of active learner participation are discussed: efficiency, personal development, and social change. Results of the survey found that in some cases learners are active in planning, evaluation, and instructional activities. It was also found that students are taking active roles in leadership roles such as public awareness and advocacy, governance, student recruitment, and community development. Student interest was found to be evident in multiple areas of adult literacy education.
Kallenbach, S. (1999). Bringing “isms” into the classroom: Reflections from two GED students. The Change Agent, (8), 3.
Examines whether social issues should be included in material covered in ABE classes particularly issues of racism and discrimination. It was concluded that the instructor should use vision and compassion in using materials that relate to sensitive issues.
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.
The authors study the application of MI Theory in ABE programs. MI Theory suggests that there are at least 8 intelligences (linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal) operating in combination. The authors support the belief that every individual is believed to have a profile of intelligence that is manifested as different areas of strength.
Kazemek , C., & Kazemek , F. (1992). Systems theory: A way of looking at adult literacy education. Convergence, 25(3), 5-15.
The authors examine the relationship between systems theory and literacy education and the instructional implications of systems theory for literacy education; namely, assessment, methodology, and materials. A systems perspective of adult literacy assessment stresses use of comprehensive, holistic strategies. For literacy methods, systems theory emphasizes the holistic nature of the adult in relation to the complex web of systems. Systems theory applied to materials reflects the plurality of literacies and the need for a variety of materials.
Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge: Harvard University Press.
Focuses upon the basic and universal issue of the individual's effort to make sense of experience and make meaning of life. Author suggests that meaning-making is a lifelong activity. Process is detailed according to the internal experience of growth and transition, its costs and disruptions as well as its triumphs.
Kennedy, M. M. (1997). How teachers connect research and practice. Midwestern Educational Researcher, 10(1), 25-29.
This study examines how research influences teacher learning. Addresses what and how teachers learn from reading research studies and conducting research. The study determined that teachers evaluate research by re-interpreting the findings based on their own beliefs, values, and experiences.
Kerka, S. (2000). Multiple Intelligences and Adult Education. Trends and Issues Alert No. 17. ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
The author demonstrates the broad range of abilities people use to learn, solve problems, and be creative by utilizing Gardner's theory of multiple intelligences (MI). While previous studies and practical applications of MI theory have focused on learners in grades K-12, recent projects are extending MI to adult education. Much of the work on MI for adults addresses the following areas: (1) adult literacy learners and adults with learning disabilities who may have experienced early schooling failure by being labeled by earlier, more limited conceptions of intelligence; (2) use of MI in the workplace to increase creativity and productivity by enabling workers to use their strengths; and (3) the connection between MI and multimodal learning using technologies such as the World Wide Web.
Kerka, S. (2005). Learner persistence in adult basic education: CALPRO research digest. Sacramento, CA: California Adult Literacy Professional Development Project.
This research digest synthesizes key persistence-related research, including less familiar studies, and focuses on the implications for practice.
Knowles, M. S. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Woburn, MA: Butterworth-Heinemann.
Author applies adult learning theory which contends learning should be oriented toward solving the adult learners’ role-related problems and experience should be the foundation of instruction. Another premise is that adult learners should be responsible for their own learning, controlling the learning process, and allowing goals to influence the learning experience.
Kruidenier, J. (2004). Research based principles for adult education reading instruction. Literacy Practitioner, 8(2). Buffalo, NY: Literacy New York
This report presents results from an analysis of the adult basic education (ABE) reading instruction research base, focusing on principles derived from the research and a future research agenda. Key topics includes: methods used to select and evaluate research related to ABE reading instruction; reading instruction research findings; assessing students to describe their reading profiles overall reading ability; alphabetic instruction; fluency instruction; vocabulary instruction; and reading comprehension. The author also discusses the use of computer technology in ABE instruction.
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