Authors: Bonnie Soroke
This thesis is based on research on the experiences and perceptions of the people of the Reading and Writing Centre in Duncan, BC. The purpose is to document the relationship dynamics of good adult basic education in a place where teachers and students say they are “doing freedom”—freedom from stereotyping and individual blaming, authoritarian practices, and the narrow roles of teacher and student; freedom to respect themselves and others, make choices and be respected for those choices, and exercise individual and collective power.
The Research Report
This study examines dual credits and the extent to which they ease the transition to post-secondary for adult learners in Manitoba. The study focuses specifically on the dual credit enrolment of adult learners in a Manitoba adult learning centre. It examines how dual credits and their relationship to barriers affect the transition for adult learners who move to post-secondary, the policy and procedures used in administering the dual credit program and the benefits and challenges of dual credit enrolment.
Two focus group interviews were conducted with participants who graduated, with dual credits and went on to post-secondary studies. Their feedback related to the impact of dual credits upon their transition to post-secondary. These were combined with a review of the literature. Implications related to the impact of the dual credits are summarized. The study concludes with recommendations for further research.
This study involved the development of an instructional approach designed to teach adults strategies for writing effectively in an electronic context through a combination of face-to-face and electronic-based tutorial sessions.
Authors: Thomas G. Sticht
In this research note, the author examines a report written for the Economic Policy Institute of Washington, DC by R. G. Lynch. Lynch's report provides an analysis of several early childhood development (ECD) programs and concludes that many ECD programs "…also provide adult education and parenting classes for the parents of young children."
Authors: Amanda Hudson
This is a review of the book “Educating the Human Brain,” written by Michael I. Posner and Mary K. Rothbart, and published in 2006. The reviewer is described as a doctoral candidate in the psychology department of Dalhousie University in Halifax, Nova Scotia.
The book includes findings from several decades of research in developmental psychology and neuroscience. The reviewer describes it as providing a comprehensive, evidence-based summary of brain development in a way that is informative for researchers, clinicians, and educators alike.
The author of the review says the book has meaningful implications for how society educates today’s children and youth. She describes it as a valuable resource for knowledge sharing and research translation amongst educational psychologists, researcher-clinicians, and school personnel.
Authors: Kathleen B. Olmstead
This is a project report written in partial fulfillment of the author's Masters of Education degree. Through the research project, the author wanted to determine whether or not the family literacy program, "Partnership Approach to Literacy" (PAL) of Pincher Creek, Alberta, had any effect on the students' reading achievement, as well as identify the strengths and weaknesses of PAL.
Authors: Costa Kapsalis
This study uses the International Adult Literacy Survey (IALS) to provide an initial exploration of the literacy skills of individuals with disabilities. One of the motivations of the study is to see if disabilities have a negative impact on literacy skills, thus introducing an additional barrier to employability.
This paper discusses the importance of integrating electronic writing into workplace literacy programs, describes an approach to instruction based on reciprocal teaching, situated learning and strategy instruction, outlines the data analysis process used to assess the impact of the instruction, and discusses the findings.
Authors: Goss Gilroy Inc.
The evaluation of the National Adult Literacy Database (NALD) funded by the National Literacy Secretariat and conducted by Goss Gilroy Inc. (GGI) on behalf of the NALD Board of Directors.