Appalachian Adult Literacy Programs Survey (ALPS). Final Report. Volume I--Narrative; Volume 2--Appendices.

Autor/inn/en	Borei, Sven H. E.; Shively, Joe E.
Institution	Appalachia Educational Lab., Charleston, WV.
Titel	Appalachian Adult Literacy Programs Survey (ALPS). Final Report. Volume I--Narrative; Volume 2--Appendices.
Quelle	(1981), (494 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Definitions; High School Equivalency Programs; Literacy Education; Program Attitudes; Program Content; Program Costs; Program Descriptions; Program Effectiveness; Program Evaluation; Program Implementation; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Begriffsbestimmung; Programmgestaltung; Programme evaluation; Programmevaluation; Ausbildung; Berufsbildung
Abstract	The Appalachia Educational Laboratory (AEL) contracted with the Appalachian Regional Commission (ARC) to seek information on the presence, operation, and impact of adult learning programs within the 13-state Appalachian Region. Literacy was defined on a program operation base, possible programs were listed, and program descriptions were obtained thorugh a 50-item survey and selected site interviews. Data were collected and analyzed in six operational areas: program descriptions, placement/progress, instructional activities and teaching staff, program governance, administrative activities and staff, and general information. Some of the results are as follows: (1) most programs offer reading/mathematics and high school equivalency programs, mostly in public schools; (2) most of the programs use standard tests for placement, while less than half use them to assess program completion; (3) students stay in the learning programs a considerably shorter time than students outside the region; (4) teachers and students are mostly involved in establishing learning and skill objectives; (5) few tutors are certified; (6) Steck-Vaughn, Cambridge Books, and New Readers Press are most often used for materials; (7) programs have a variety of budgets; (8) students are recruited through the media; (9) program evaluation is usually end-product rather than process oriented; and (10) most programs have 100 or fewer students and fewer than 10 teachers. Based on the survey, 15 recommendations were made concerning the definition of adult functional literacy, target audience, effectiveness, theory, programming, and organizational development. (Appendixes, the entirety of volume 2, include site visit forms, directories, lists, and contacts; information data form; outside evaluations of the questionnaire; adult literacy program survey (ALPS) forms; data confirmation; address lists of ALPS; and address of negative and nonresponding potential programs). (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01