Texas Indicators of Program Quality (IPQs)
for Adult Education and Literacy Curriculum and Instruction:
Are They Evidence-Based? (cont'd)
June 2010
Annotated Bibliography
Larotta, C. (2007). Inquiry in the adult classroom: An ESL literacy experience. Adult Learning, 18(3), 25-29.
The article presents a study in the U.S. on the use of inquiry cycles as a pedagogic activity to provide adult students with opportunities to develop English as a second language (ESL) literacy. Accordingly, it discussed how the author implemented the inquiry cycles in her classroom. It then presents the findings of the study where two main problems were identified such as student engagement and transferability of lessons to students' lives. Moreover, the seven steps in implementing inquiry cycles in adult education are presented.
Larrotta, C. (2009). Journaling in an adult ESL literacy program. In C. Larrotta & A. K. Brooks (Eds.), Bringing Community to the Adult ESL Classroom, New Directions for Adult and Continuing Education, No. 121. (pp. 35-44). San Francisco: Jossey-Bass.
This chapter focuses on journal writing in adult ESL as a practice to promote literacy development and community building.
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.
The author brings together different perspectives that have been applied to examining social context of learning. Offers a variety of theoretical and methodological approaches to the problem of understanding cognition in everyday settings.
Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
In this study, Lave takes the cognitive activity of arithmetic problem-solving-out of the laboratory into the domain of everyday life. The study is focused on mundane daily activities and is significant for its theoretical contributions. Lave offers an innovative way of understanding human thought processes, a vision of cognition as the dialectic between the persons-acting, and the settings in which their activity is constituted.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
The authors discuss the foundation of situated learning as placing emphasis on the whole person, and providing an opportunity to escape from the assumption that learning is the reception of factual knowledge or information. The authors argue that most perspectives of learning have not considered social character. Propose that learning is a process of participation in the concept of communities of practice.
Linkon, S. L. (Ed.) (1999). Teaching working class. Amherst, MA: University of Massachusetts Press.
Compilation of essays from various authors from a range of disciplines. The authors discuss the classroom experiences of working class students and the importance of addressing class issues as a means of engaging students in their learning. According to the authors recognizing these students’ strengths will improve their chances of being motivated and inspired to learn. The authors in these essays show strong influence of Freire’s perspective of transformative learning. Other discussion focuses on the use of instructional tools such as films, books, and role-playing as a method for students to share experiences with other students.
Lipnevich, A. (2006). Low self-esteem: Myth or reality? Focus on Basics, 8(B) Retrieved from http://www.ncsall.net/?id=1105
The author investigates whether or not the self-esteem levels of adult literacy students differs from those of graduate students. The comparisons show no differences for global and academic self-esteem levels.
Lombardo, J. B. (2004). Relationships count. Focus on Basics, 6(D), 1-6. Boston: World Education.
Author discusses the issue of working with ESOL students and advancing their language skills before they enter community college. This report describes a transition program that evolved from this need at Rio Salado College, one of the ten colleges in the Maricopa Community College District (MCCCD) in Tempe, AZ. http://www.ncsall.net/?id=176
Lowry, C. M. (1990). Teaching adults with learning disabilities. ERIC Digest. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ED 321156)
Authors discuss a combination of intervention strategies and teaching techniques most effective in meeting the needs of adults with learning disabilities. Techniques include: assessing learning style and using multi-sensory techniques; motivating students through feedback and positive experiences; teaching memory techniques and transferable strategies; using compensatory aids such as tape recording, word processing, and computer-assisted instruction; and providing organized and clear instruction.
Lucey, M. (1998). Where attendance is not a problem. Focus on Basics 2(A). NCSALL.
The author investigated why students in ESOL programs persist although they are confronted by obstacles and why participation and retention rates in ESOL classes appear to be higher than those of ABE. It was determined that motivation plays a major role in both participation and retention. http://www.ncsall.net/?id=416
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.
This article discusses English-only policies as they relate to second language teaching for children and adults; explores popular perceptions and misconceptions about learning English; and discusses types of programs best suited for different students, depending on educational background. Examples from research and practice highlight the value of native language instruction in low-literate adults acquisition of English, using a survey of the literature on English language acquisition and native language literacy.
Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-continent Research for Education and Learning.
This meta-analysis examines four aspects of human learning: the self-system, the meta-cognitive system, the cognitive system, and the knowledge domains. The publication presents findings of the meta-analysis and discussed implications for classroom instruction. Instructional research is synthesized, using categories specific and functional enough to provide guidance for classroom practice.
Marzano , R.J., Norford, J. S., Paynter, D. E., Pickering, D. J., & Gaddy, B. B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Association for Supervision & Curriculum Development.
This handbook is intended to be a self-study guide to the effective use of nine specific instructional strategies proven to improve student achievement. The strategies include creating metaphors, creating analogies, summarizing and note-taking, providing recognition, homework and practice, nonlinguistic representations, learning groups (cooperative learning), setting objectives and providing feedback, problem solving, and decision making, cues, and questions, and advance organizers. The handbook describes strategies and addresses instructional strategies that are most appropriate with specific types of knowledge, such as vocabulary terms, generalizations, and processes.
Mathews-Aydinli, J. (2007). Problem-based learning and adult English language learners. Washington, DC: Center for Applied Linguistics. Retrieved from http://www.cal.org/caela/esl_resources/briefs/Problem-based.pdf
This CAELA brief draws attention to the benefits of and the support needed to implement a problem-based learning approach in the adult English language-learner classroom. The author first reviews the research that makes problem-based learning, a teaching approach that stresses both cognitive and metacognitive aspects of learning, relevant for adult ESL students.
Mayer, S. E. (1984). Guidelines for effective adult literacy programs . Minneapolis, MN: B. Dalton Booksellers.
This guide is intended to assist individuals involved in the development, administration, and delivery of volunteer-based community adult literacy programs. Addressed in the individual sections of the guide are the following topics: learner population, program purposes, adult learners (recruitment, initial interviews and assessment, use of assessment data, and linking adult learners to additional resources, instruction and support (instructional strategies and materials).
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
This paper offers five recommendations for expanding access to adult education and workforce skills.
McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco: Jossey-Bass Publishers.
Research that illustrates how practitioners can create an environment that fosters learner motivation and achievement by focusing on personal, social, and vocational dimensions of learners’ lives.
McMillan, J. H. (2001). Classroom assessment: Principles and practice for effective instruction (2nd ed.) Boston: Allyn & Bacon.
Provides teachers with a practical guide to conducting student assessments. Emphasizes how assessment is integrated with instruction. Included is a guide for teachers to administer, interpret, and use results from standards-based, large-scale assessments and other standardized tests.
McShane, S. (2005). Applying research in reading instruction for adults: First steps for teachers. Jessup, MD: National Institute for Literacy. Retrieved from http://www.nifl.gov/publications/pdf/applyingresearch.pdf
This book aims first to build background knowledge about reading and scientifically based reading instruction. The language and format are "teacher friendly," using student and classroom illustrations and sample instructional activities to make research principles concrete for readers. The focus in applying the research is on modeling thinking, planning, and problem solving in the context of fictional adult education settings.
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
This report was prepared for the fourth meeting of the Commission on December 4, 2007 by Daryl F. Mellard and Gretchen Anderson of the Division of Adult Studies, Center for Research on Learning, University of Kansas. This Policy Brief examines the major assessments in use today to measure adult learning gains and determine student placements - e.g., BEST, CASAS, TABE, COMPASS, ASSET, and ACCUPLACER - in terms of their uses and how they well they align with postsecondary education entry requirements. Special attention is given to the GED. The authors identify several problems and challenges as well as recommendations to resolve them.
Mellard, D. F., & Lancaster, P. E. (2003). Incorporating adult community services in students' transition planning. Remedial & Special Education, 24(6), 359-368.
This article provides information on available community agencies, the resources they offer, and ways school personnel might work with these agencies in an effort to enhance successful transitions for individuals with LD.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2006). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Learning in Adulthood addresses a wide range of topics including: Who are adult learners? How do adults learn? Why are adults involved in learning activities? How does the social context shape the learning that adults are engaged in? How does aging affect learning ability? Drawing from a background of work in sociology, philosophy, and critical social theory as well as psychology and education, the authors construct an inclusive perspective on adult learning, guiding readers toward new ways of thinking about teaching, learning, and the broader social implications of adult education.
Merrifield, J. (1997). Participatory action research: Knowing, learning, doing. Focus on Basics 1(A), 23-26.
Author discusses how l earning results from participation, from creating new knowledge, and from affirming the importance of knowledge people already have. Document URL: http://www.ncsall.net/?id=479
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Adult learning theory that describes how learners construe, validate, and form meaning from their experiences. Transformational learning theory is based upon centrality of experience, critical reflection, and rational discourse.
Mikulecky, L. & Lloyd, P. (1997). Evaluation of workplace literacy programs: A profile of effective instructional practices. Journal of Literacy Research, 29(4), 555-585.
Examines a model for evaluating workplace literacy programs. Focuses on changes in literacy practices, beliefs about personal effectiveness with literacy, reading processes, literacy abilities, improving learner literacy performance, literacy strategies and processes.
Mikulecky, L. (2003). Trends influencing adult literacy instruction and research in 2003. Paper presented at the International Reading Association Convention, Orlando, FL.
A review of current literature identifies three growing trends in adult literacy instruction: increase in legislatively mandated accountability that requires taxpayer-funded education and research programs be demonstrated effective by scientifically based research; increase in the use of distance education technologies to deliver private and taxpayer-funded adult literacy instruction; and increase in K-12 standards and career paths linked to adult literacy instruction. Programs must provide documented results of adult learner achievement of academic skills that transition to further education and/or careers. Debate in the field has focused upon whether the goals of adult literacy are similar enough to the goals of secondary education to require that both be held to the same standards. Little quantitative research has been undertaken in adult literacy, therefore, principles, trends, ideas, and comments have been collected and disseminated to share the research information available and point out areas that require more research.
Monson, R. J., & Pahl, M. M. (1991). Charting a new course with whole language. Educational Leadership, 48(6), 51-53.
Enlarges the phonics/whole language debate by focusing on the classroom teacher's evolving role. Illustration is given on how whole language instruction involves a fundamental change in a teacher's belief system concerning classroom culture. A complex paradigm shift is needed from teachers' transmission of knowledge to students' transaction or engagement with constructing meaning.
Mullinex, B. (1994). Exploring what counts: Mathematics instruction in adult basic education. Boston: World Education.
This is a report on the Research into Adult Basic Education Mathematics (RABEM) Project. The study explored five key aspects of the mathematics instructional context: the program context, the instructional environment, the ABE math instructor, the adult learner, and the content, curriculum and support materials used in math instruction.
Muth, B., & Kiser, M. (2008). Radical conversations part two: Cultivating social constructivist learning methods in ABE classrooms. Journal of Correctional Education, 59(4), 349-364.
In many US. prisons an overuse of individualized instruction silences literacy learners and reinforces oppressive notions about what knowledge is and whose knowledge counts. In these classrooms, methods that Invite learners to tap their background knowledge, reflect on their worlds, and dialogue with others to construct meaning-commonplace in K-12 education and even corporate HRD practices-seem radically at odds with top-down prison cultures and output-based programs. Interviews with six prisoners and on-line discussions with 25 American educators shed light on this national problem, and on the possibility of engaging US. prisoners in classroom activities that center on their views, Interpretations of life-experiences, and day-to-day literacy needs.
Nash, A., Cason, A., & Rhum, M., McGrail, L., & Gomez-Sanford, R. (1992). Talking shop: A curriculum sourcebook for participatory adult ESL. McHenry, Il: Delta Systems, Inc.
Resource guide for educators with emphasis on ESL that uses a participatory approach to instruction and curriculum development. Written by teachers in a community based adult education program. Uses actual learning and experiences.
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
This guide addresses issues of learner persistence, motivation, and retention in adult basic education (ABE). Based on findings from the NCSALL Adult Student Persistence Study, participants engage in an examination of their own interests and experiences with learner motivation and retention and examine strategies of other practitioners.
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
This guide provides comprehensive instructions for facilitating a ten-hour study circle that explores differing theories of the reading process, the four major components of reading and the implications for teaching, the development of learners' reading profiles, and the Equipped for the Future framework. The guide is based on a review of adult reading research conducted by the Reading Research Working Group and published in a report by John Kruidenier, Research-Based Principles for Adult Education Reading Instruction.
National Center for the Study of Adult Learning and Literacy (NCSALL). (2005). Using authentic curriculum and materials. Boston: Author. Retrieved from http://www.ncsall.net/fileadmin/resources/teach/authentic_curriculum.pdf
This seminar guide was created by the National Center for the Study of Adult Learning and Literacy (NCSALL) to introduce adult education practitioners to the research on using authentic materials in class in order to support learners' increased and changing literacy practicies outside of the classroom. Programs or professional developers may want to use this seminar in place of a regularly scheduled meeting, such as a statewide training or a local program staff meeting.
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
This seminar guide was created by the National Center for the Study of Adult Learning and Literacy (NCSALL) to introduce adult education practitioners to the research that shows that instructional practices inspired by Multiple Intelligences (MI) theory have resulted in high levels of authentic instruction and student engagement. Given these findings, practitioners may be interested in exploring MI for use in their instruction. This seminar focuses on the experiences of teh practitioner researchers in using MI theory.
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
This guide provides comprehensive instructions for facilitating a 101/2-hour study circle that explores what the research says about adult student persistence and ideas for how to apply what is learned in classrooms and programs. The guide is based on a review of the NCSALL research on adult student persistence conducted by John Comings and others, summarized in an article entitled "Supporting the Persistence of Adult Basic Education Students" and other studies on student motivation and retention. It includes articles, resources, and action research reports to help practitioners consider strategies for increasing adult student persistence.
National Institute for Literacy (1999). Bridges to practice: A research-based guide for literacy practitioners serving adults with learning disabilities. Academy for Educational Development, Washington, D. C. National Adult Literacy and Learning Disabilities Center. Kansas Univ., Lawrence, Inst. for Research in Learning Disabilities.
Instructional resource consisting of five guidebooks. These guidebooks are designed to enhance the quality of services provided to adults with learning disabilities. Specific questions such as handling legal issues, screening for learning disabilities, selecting curriculum options, using effective instructional methods, and creating professional development opportunities are featured. Includes appendices containing a glossary and important definitions of learning disabilities, inappropriate instruments for screening for learning disabilities in adults, report cards on instructional materials, characteristics of the strategies instructional model, and discussion of the role of phonological awareness in learning to read.
Newman, J. (1985). Whole language: Theory in use. Portsmouth: NH. Heinemann.
Collection of articles including a selected few from practicing teachers showing how whole language theory can be put into practice. Includes suggestions on ways that teachers can assist students become active participants in their learning, developing whole language curriculum, learning about language through science activities, and writing as a collaborative activity.
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.
Study conducted to determine whether the target population was being reached and to ascertain if sociological and physical variables of students affect academic growth. Results found that students receiving programmed instruction only had the best attendance and target population was reached. Age, class level, attendance , and a schedule of 6-9 class hours weekly correlated significantly with reading achievement, but sex did not.
Nonesuch, K. (2006). Changing the way we teach math: A manual for teaching basic math to adults. Duncan, British Columbia, Canada: Malaspina University-College. Retrieved from http://www.nald.ca/library/learning/mathman/mathman.pdf
This document is a manual for teaching basic math to adults. Written as part of a project funded by the Canadian National Office of Literacy and Learning (NOLL), it was designed for use by adult basic education instructors who are interested in changing their teaching practice. The document is based on recommendations from the research on teaching numeracy to adult and was written after consulation with more than 100 practitioners in British Columbia. The document includes "best practices," difficulties instructors face and suggestions for overcoming them, and pages of activities for classroom use.
Nunan, D. (1988). Learner-centered curriculum design. Cambridge, England: Cambridge University Press.
Author contends that good testing practice seems to be at odds with a learner-centered approach. Believes not only is it possible to infuse aspects of learner-centeredness into the listening assessment process, but that classroom teachers should be actively pursuing this goal. The benefits of learner involvement should be further extended into classroom assessment practices. Involving learners in their own listening assessment would be both motivating for students as well as help teachers gain insight into what their students really value.
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