Review of Adult Learning and Literacy, Volume 4. Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy

Sonst. Personen	Comings, John (Hrsg.); Garner, Barbara (Hrsg.); Smith, Cristine (Hrsg.)
Titel	Review of Adult Learning and Literacy, Volume 4. Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy
Quelle	(2004), (288 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8058-4628-X
Schlagwörter	Learning Theories; Sexual Orientation; Adult Literacy; Adult Learning; Adult Basic Education; Literacy Education; Racial Differences; Social Class; Gender Differences; Social Bias; On the Job Training; Educational Technology; English (Second Language); United States + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Sexuelle Orientierung; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult education; Rassenunterschied; Social classes; Soziale Klasse; Geschlechterkonflikt; Training-on-the-Job; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; USA
Abstract	"The Review of Adult Learning and Literacy: Connecting Research Policy, and Practice, Volume 4" is an addition to a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. "Volume 4" opens with an overview of significant recent developments in the field. Subsequent chapters cover a wide range of topics critical to the success of adult education and literacy services in the United States: (1) Issues of race, class, gender, and sexual orientation; (2) The role of workplace education in building adults' basic skills; (3) The role of new learning technologies in adult education and literacy; (4) Adult developmental theories and their implications for the teaching of adult basic education and English for speakers of other languages; and (5) Traditional and contemporary adult learning theories, including an annotated bibliography of key resources. After a foreword and preface by Dolores Perin, this book contains six chapters: (1) The Year 2001 in Review (T. G. Sticht); (2) Race, Class, Gender, and Sexual Orientation in Adult Literacy: Power, Pedagogy, and Programs (D. D'Amico); (3) Why Do Companies Provide Workplace Education Programs? (A. Levenson); (4) Implications of New Learning Technologies for Adult Literacy and Learning (R. Stites); (5) Applying Constructive-Developmental Theories of Adult Development to ABE and ESOL Practices (D. Helsing, E. Drago-Severson, and R. Kegan); and (6) The Changing Landscape of Adult Learning Theory (S. Merriam). The book also includes an appendix, Resources on Adult Learning Theory (S. Merriam). [For "Annual Review of Adult Learning and Literacy, Volume 3," see ED478329.] (ERIC).
Anmerkungen	Lawrence Erlbaum Associates. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Fax: 201-760-3735; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10