This document is part of the Literacy and Aboriginal Peoples ‘Best Practices' Native ‘Literacy' and Learning research project, which began in September 2001. The purpose of the annotated bibliography is to provide an inventory of the written resources available in the area of Native literacy for the province of Ontario.
This report describes research designed to explore the effectiveness of the ABRACADABRA (ABRA) web-based literacy system. The project involved more than 400 students in kindergarten to Grade 2 in classrooms in Alberta, Ontario and Quebec.
Analysis of the findings showed that the ABRA system as used by teachers had significant effects on children’s sight word reading and awareness of the structure of language. There were also discernible but non-significant effects on the children’s knowledge of letters.
The authors point out that most previous research on the impact of educational technology has focused on single commercially available CD/video packages. The more dynamic web-based technologies that are readily available, free to all users, could have a profound impact on literacy practice across Canada.
Labour Market Update Project
Authors: Prism Economics and Analysis
In this report, the authors point to a combination of factors that add up to difficult times for the plastics industry in Canada. Some factors may be temporary, like the overvalued Canadian dollar. But others, like increased competition from China and India, are part of a new reality the sector must deal with.
The authors also note that a surge in interest in energy efficiency and environmental protection is driving consumer preferences and shaping government policy. Adapting to these challenges by altering products and production is a priority.
They conclude that the plastics sector will overcome its current problems but caution companies to prepare now in order to be able to take advantage of new opportunities as they emerge. A crucial factor will be the recruitment and retention of skilled workers.
The report was published by the Canadian Plastics Sector Council (CPSC), a national not-for-profit association created to explore and address emerging human resources issues in the plastics processing industry.
Authors: Kay S. Peavey
Supplement to Adult Education Resource Guide and Learning Standards (q.v.). A collection of peer-reviewed and peer-selected instructional strategies incorporating the best practices of New York's adult educators. Lessons cover drama, map reading, sequencing and memory, a mock World Peace Summit, reading, HIV education, and politics.
Reaching the Basics and Beyond: Computer Software Resource for Adult Literacy
Authors: Sylvia Provenski
Describes the Computer Software Evaluation Project carried out by the Samaritan House Training Centre in Brandon, MB, in which learners were asked to evaluate educational freeware and shareware available on the Internet.
Authors: Arleen Lyda Pare
This thesis was submitted to the University of British Columbia for a Master of Arts in the Faculty of Education. It is the result of a study undertaken to explore the relationship between student attendance and student resistance in an Adult Basic Education (ABE) classroom.
Authors: Joan B. Perry
The scope and nature of attrition encountered in adult literacy programs was explored in context of the Minto Community Academic Services Program (CASP), a New Brunswick community-based program offering academic and intermediate adult upgrading services.
Studies in ABE programs, attrition statistics, CASP reports, and the Minto CASP program's student termination list were reviewed in an effort to better understand attrition. The program's origin and outcomes were explored in the hope of finding strategies for student retention
This report describes the findings of a study aimed at evaluating the effectiveness of an augmented education program in helping individuals with mental illnesses graduate from college, and find and keep jobs over a two-year period. Augmented education is a model that combines elements of supported employment such as job coaching with supported education, which might include the opportunity to do make-up tests or access to additional teaching labs.
The study was a joint project of George Brown College and the Centre for Addiction and Mental Health (CAMH) in Toronto. Information was gathered from 123 students who began the program between April 2004 and April 2008 and agreed to participate in the study. Information was collected from students at program entry; program completion; 12 months after completing the program; and at 24 months after completion. As well, interviews were held with 13 key informants, including program instructors and staff and student employers.
The results suggest that the graduates of the augmented education program were able to get and keep jobs in the industry in which they had trained.
Participation in the program appeared to have little or no effect on participants’ clinical functioning as assessed by hospitalizations and change in mental health status.
Series: State of the Field Report
This report focuses on barriers to participation in adult learning activities.
The concept of "barriers" has been an important concept addressed in the adult education literature over the past 50 years. Barriers and access to participation in adult learning activities are most often classified using concepts developed by Patricia Cross and reported in her book, Adults as learners: Increasing participation and facilitating learning (1981). But prior to that date, such authors as Cy Houle (1961), Malcolm Knowles (1970) and Roby Kidd (1960, 1973), wrote about the problems encountered by adults in attempting to access appropriate leaning opportunities.
In addition to the literature on barriers, the research team looked at two related types of reports and studies that examined: (1) the elements of a responsive educational system to support and encourage participation in lifelong learning, and (2) best practices in teaching. These two types of reports were included based on the assumption that both contributed to reducing barriers and increasing participation – one through good institutional policies and practices and the other through good pedagogical practices.
The report is one of seven State of the Field reports on adult learning in Canada. The other reports include Gender & Learning, Culture & Learning, E-Learning, Learning Communities, and Social Movements.