This research report aims to provide valuable insights for the Literacy and Basic Skills program (LBS). These tools and insights are meant for managers and instructors in community agencies across Ontario who wish to develop programming that will allow their learners to explore and prepare for apprenticeship in ways that are relevant and effective.
This study has sought to map the impacts that two adult literacy programmes in New Zealand have had on their participants. In recognition of the fact that change achieved by education does not always happen immediately, the study has focussed on the experiences of students who have been out of the programme for some time. Its value lies in its demonstration of the diversity of impacts over the longer term.
Women's Education des femmes, Fall 1991- Vol. 9, No. 2
Authors: Kate Braid
In 1983, women made up about three percent of the apprenticeable trades and slightly more of the technologies. This number had barely increased from ten years before. It seems, that although there is an increase in the number of women entering the trades and technologies, many are not staying. The reason is not that they don't like the work, but because they can't stand the environment. This article discusses the differences between men and women that come clear when they meet in the context of a traditional male bastion of behaviour and language.
Women's Education des femmes, March 1990 - Vol. 7, No. 4
Authors: Shauna Butterwick
CCLOW is a national feminist organization which promotes the empowerment of women through education. What kind of education leads to empowerment?
In this article, the author "re-visits" the origins and principles of consciousness raising groups, considered to be the foundation of the women's movement and of feminist pedagogy.
Women's Education des femmes, Summer 1987 - Vol. 5, No. 4
In this article, the authors examine the effects of women's studies, offered through distance education, on the women who participate in the course.
Series: Research in Practice Projects
Authors: Leonne Beebe
This document describes the Guided Reflective Writing Technique (GRWT), an intervention writing activity which the author designed, developed, and taught. She used this activity at the end of every class session with her students. The author then analyzed the students’ GRWT data and her own reflection notes to answer her research question: “How effective is the Guided Reflective Writing Technique as an intervention tool generating successful student learning experiences and successful student writing with personal content for ABE students and for their teacher?”
This document includes:
- Literature Review
- The Guided Reflective Writing Technique (GRWT) as an Effective Educational Tool in the ABE Classroom
- Conclusions and Recommendations
- References and appendices
Women's Education des femmes, Spring 1994 - Vol. 11, No. 1
Authors: Marie Barton
A research project was undertaken by the author, with the assistance of a group of women, adult students from a Personal Life Management course the author was facilitating. The purpose of the research project, with the help of the group of women, was to develop a list of strategies, or anything that would be helpful to teachers who are aware of violence in the lives of children they teach, but unsure as to what, if anything, they could offer.
The group of women made suggestions on what teachers could do. In this article, three of these suggestions are discussed: teacher training, continuing of contact with personnel, and women's studies courses in secondary school.
Does Your Parents' Education Count?
Education is an important determinant of one's position in society, affecting a person's participation in the community and likely success in the labor market. The inherited intellectual capital of the family - forged over the years by generations of family members' achievements at school and work - often plays a large role in a child's educational achievement. It can contribute directly to a child's education by providing a more or a less supportive environment for learning, and can contribute indirectly by paving the way for a higher level of educational attainment. This article assesses the role of inherited intellectual capital in children's acquisition of postsecondary education.
A Research Report on Online Learning for Canadian Literacy Practitioners
This document outlines national project designed to research trends, technologies, and promising practices in online and distance learning in the field of literacy in Canada. The project includes A Research Report on Online Learning for Canadian Literacy Practitioners, a Promising Practices manual, an online course, and self-directed training modules on the GO website.
With funding from Government of Canada, the GO Project team set out to identify ways in which organizations outside of the literacy field and literacy practitioners themselves accessed training and support in a national and provincial landscape. This report is the culmination of their research and an analysis of their findings.
Guidelines for Good Practice in Workplace Education
Authors: Mary Ellen Belfiore
This research was conducted to provide background and an impetus for discussion about good practice in workplace education as Literacy and Basic Skills providers move forward to deliver LBS-like programs in the workplace in Ontario.