This list of words was 'derived from a survey of 1,000 pre-primer, early, and first readers'. It consists of one and two syllable words, ranging in size from two to six letters. There is no instructor's guide.
What...? So what...? Now what...?
Series: AdLKC National Symposium
The purpose of this document is to report the findings of the participants at the first annual symposium of the Adult Learning Knowledge Centre (ALKC) on June 21-23, 2006 in Fredericton, New Brunswick.
Coming from diverse settings, the participants brought multiple perspectives and years of experience. Equally diverse were the areas of interest and expertise among the participants, including rural, urban, aboriginal, multicultural, francophone, workplace, and healthcare.
The themes of this report are :
-Setting the stage;
-State of the field review – What..? So What…?;
- Showcase of knowledge, exchange action projects;
-Feedback on the symposium.
Authors: Lisa Wilson
This thesis was submitted to the College of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in the Department of Educational Foundations, University of Saskatchewan.
The author explores the Saskatchewan Adult Basic Education (ABE) curriculum as it relates to the Aboriginal learner.
An Exploration of Content and Style
Authors: Kate Nonesuch
In this literature review, the author outlines the relationship of family math and family literacy, explores the importance of play in developing early skills, and traces the mathematical development of early childhood. She reviews several large and small scale family math programs, and discusses common findings as to what makes these programs successful. Finally, she notes some of the homework advice available to parents, in the context of home-school relationships. Except where noted, the examples reflect the experiences of the author.
The financial and social costs to adult learners in PEI
Authors: Angela Larter
Adults returning to school face many challenges, finacial as well as academic. This report presents the results of a research project that explores the financial challenges facing individuals enrolled in the Adult Education program at Holland College in PEI. In this project, the author surveyed students in five Holland College Adult Education classrooms across PEI seeking information to answer the following questions:
1) What are the financial costs incurred when returning to school as an Adult Education student? What supports are available to learners to offset such costs?
2) What are the non-financial costs experienced when returning to school as an Adult Education student? What supports do learners have in place to lessen the effect of these costs?
3) Do the costs sustained shape learners’ long-term goals? What additional resources would improve learners’ situations and how would their educational and/or career goals change?
Review of The New Brunswick Education System Anglophone Sector, A
A study of the NB Education System conducted by Education Consulting International, as advice to the NB Minister of Education, Dr. Dennis J. Furlong.
Authors: Susan Hoddinott
This is the final report of a study undertaken in January 1996 by the Ottawa Board of Education (now the Ottawa-Carleton District School Board) under the direction of Joyce White, Manager of ABE/ESL programs.
The preliminary research phase clearly indicated the need for a re-assessment of current approaches to Literacy and Adult Basic Education. The second phase of the research, as discussed in this report, focused on conducting a thorough examination of Literacy policy and practice in Canada. The key questions guiding the research were whether Canadian adults in need of literacy level upgrading have reasonable access to programs and whether they can be assured that the programs they have access to can enable them to achieve their educational goals and, thus, better prepare them to pursue their employment aspirations.
This document is a survey of the state of French-language research on adult learning in Canada based on the 227 research data entries selected. These entries provide access either to documents easily accessible online or to print materials available from the CDÉACF.
Part two reports on an analysis of adult learning. It is structured according to the various categories in the grid used to classify the research. These are presented in descending order of occurrence. Part three, which is relatively short, provides a quantitative view of the research in question, in terms of populations studied and types of learning.
Authors: Joy Van Kleef
The data that were gathered in an international 2007 study led by OECD on the recognition of non-formal and informal learning suggested that the PLAR activity level in Canadian post-secondary institutions might be higher than previously thought, and that Canada’s performance may compare favourably with the efforts of other countries, particularly in terms of the number of assessments conducted.
As there was, at that time, no single source of information available on the number of assessments conducted by Canada’s public post-secondary institutions, the Canadian Institute for Recognizing Learning (CIRL) approached the Adult Learning Knowledge Centre with a proposal to investigate possible sources of reliable data. This report represents the results of that investigation.
Authors: Nancy Cooper
The major objective of Cooper's research study was to explore the transformative nature of culture-based literacy approaches in the Native literacy field in Ontario using Indigenous research methodologies and applying a phenomenological analysis to the findings. It has shown that culture-based approaches to Native literacy are indeed transformative, not only for learners but for tutors and practitioners as well.
Based on Cooper's findings, the report includes implications for literacy practice and further research.