Identifying the Training Needs of Florida's Adult Literacy Leadership: Principal Findings of the Study. Adult Literacy Leadership Project. Volume I.

Autor/inn/en	Crew, Edith; Easton, Peter
Institution	Florida State Univ., Tallahassee. Center for Policy Studies in Education.
Titel	Identifying the Training Needs of Florida's Adult Literacy Leadership: Principal Findings of the Study. Adult Literacy Leadership Project. Volume I.
Quelle	(1990), (85 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Education; Adult Educators; Adult Literacy; Educational Needs; Inservice Teacher Education; Leadership Training; Needs Assessment; Professional Development; Training Methods; Training Objectives; Florida + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Adult education teacher; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Educational need; Bildungsbedarf; Lehrerfortbildung; Führungslehre; Bedarfsermittlung; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	Though increasing attention has been focused on overcoming basic and functional illiteracy, little attention has been paid to adult literacy educators' professional development. A study identified the education and training needs of Florida's literacy leadership. Instructor and administrator surveys were sent to all agencies receiving funding from the Florida Department of Education; 64 instructors and 63 administrators responded. In addition, 14 of 25 literacy consultants returned surveys, and extended interviews were conducted with more than 20 experienced literacy educators. Information was collected and analyzed on five related topics: (1) status of Florida's adult literacy; (2) practice in other states regarding literacy leadership training; (3) professional and academic literature on leadership training; (4) training needs for Florida providers; and (5) insights of veteran observers of literacy programming. Four recommendations were formulated: (1) renew the Department of Education's commitment to the training and professional development of Florida's literacy personnel; (2) devise a model for design and delivery of critical forms of training; (3) increase incentives for continuing education relevant to literacy; and (4) conduct focus groups at regional and local sites. The survey instruments are included in the appendixes. (NLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC