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.
This paper reports the results of an evaluation study of computer-assisted reading at Alberta Vocational College - Calgary. The purpose of this study was to determine the short- and long-term effectiveness of computer-assisted instruction (CAI) software in improving the reading skills of three groups of adult upgrading students. The study was intended to assist AVC - Calgary in determining the "usefulness" and "value" of employing computer-assisted reading instruction with adult upgrading students.
In early 1996 a two-year quantitative and qualitative evaluation of computer-assisted reading instruction began at Alberta Vocational College - Calgary, Alberta. The purpose of the evaluation was to determine the short- and long-term effectiveness of Computer Assisted Instruction (CAI) software in improving the reading skills of three groups of adult upgrading students: Adult Basic Education (ABE) students, English as a Second Language (ESL) students, and Adult Basic Literacy (ABL) students.
Series: The Monograph Series
Authors: Constantine Kapsalis
This study uses data from the International Adult Literacy Survey (IALS) to look at employee training in the seven participating countries: Canada, the United States, Switzerland, the Netherlands, Poland, Germany and Sweden. The term training is used throughout this study to refer to the lifelong training activities of employees, past the initial stage of formal education. The results are presented here from the Canadian perspective. However, the study's objective is not only to see how well Canada is doing relative to the other countries but also to find out what lessons can be learned from the combined experiences of different countries.
Working Paper No. 1
Series: Working Papers on Literacy
Authors: Stan Jones
This article presents a response to critiques of the International Adult Literacy Survey (IALS). It addresses the misconceptions of certain researchers about the relationship between literacy and other characteristics of individuals and societies.
Authors: Maurice C. Taylor
This article analyzes 18 qualitative case studies of workplace education programs in Canada using a framework of principles of good practice. Results indicated that many of the components can be used as guide posts in the development of workplace education initiatives. In addition, certain framework components are supported, further defined and provide a foundational base for understanding the complexity of workplace learning.
Regional Newspaper for Adult Literacy Students
Authors: Cindy Davidson
This is the Final Report of a project of QUILL Network, funded by the National Literacy Secretariat in 1997. The report explains how money was spent over the course of the project, what staff spent time on, and what the public response was.
A One-day Workshop with Dr. Tom Stitch
Authors: Thomas G. Sticht
This is a report on a one-day workshop presented by Dr. Tom Sticht, San Diego Consortium for Workforce Education and Lifelong Learning, in Montreal, September 26, 1997.
Functional Context Education is an approach to education that is based upon a cognitive science theory of cognitive development, learning, and instruction. The theoretical framework and the principles for applying this framework to the task of instructional development are discussed in this notebook.
Literacy is given special attention in FCE (Functional Context Education) because of its importance to all schooling and instruction in our information age. A general thesis is that the idea that literacy is something one must “get” in one program, which is then applied in another is misleading. Rather it is argued that literacy is developed while it is applied. This means that for the large numbers of youth and adults who read between the fifth and ninth grade levels, literacy and content skills education can be integrated. Therefore there is no need for special “remedial” literacy programs to get students to “prerequisite” levels of literacy before they are permitted to study the “real thing.”
Table of Contents
Introduction Part 1 The Power of Adult Literacy Education
Chapter 1 The Growing Value of Adult Literacy: Education in the New Millennium
Chapter 2 The Literacy Skills of Adults: Assessments and Issues
Chapter 3 Some Challenges of Diversity for Adult Literacy Education
Part 2 Cognitive Science Foundations for Adult Literacy Education
Chapter 4 Views on Contemporary Cognitive Science
Chapter 5 Introduction to Functional Context Education
Chapter 6 Functional Context Education and Literacy Instruction
Part 3 Case Studies in Functional Context Education
Chapter 7 Functional Context Education Case Study # 1: The Functional Literacy Program
Chapter 8 Functional Context Education Case # 2: A Pre-employment, Job-related Basic Skills Program
Chapter 9 Functional Context Education Case Study # 3: An Integrated Basic Skills and Electronics Technician Course
Chapter 10 Functional Context Education Case Study # 4: An Intergenerational Literacy Parenting Program
The full text of this document is presently available on-line at the NALD website: http://www.nald.ca/fulltext/context/cover.htm