Collaborative Planning in a Family English Literacy Program.

Autor/inn/en	Nurss, Joanne R.; Rawlston, Susan
Titel	Collaborative Planning in a Family English Literacy Program.
Quelle	(1994), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Literacy; Age Differences; Classroom Techniques; Conflict Resolution; Cooperation; Elementary Secondary Education; English (Second Language); Family Programs; Intergenerational Programs; Interprofessional Relationship; Literacy Education; Program Development + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Age; Difference; Age difference; Altersunterschied; Klassenführung; Conflict solving; Konfliktlösung; Konfliktregelung; Co-operation; Kooperation; English as second language; English; Second Language; Englisch als Zweitsprache; Family program; Familienprogramm; Programmplanung
Abstract	A project to promote collaboration between child and adult literacy educators in a family English-as-a-Second-Language (ESL) literacy program is described. It arose from conflicting opinions and concerns voiced by teachers familiar with different student groups and with different instructional frames of reference. Quarterly teacher preplanning sessions and weekly planning meetings were held to define and expand on instructional themes. The planning sessions were found to be most useful when carefully structured to work toward specific, stated project goals, using a grid system. Teachers came to the weekly sessions with ideas to implement the agreed-upon theme and explained them in detail. It was found that to collaborate fully, child and adult educators had to adjust their perspectives somewhat. Native language community liaisons were frequent participants in planning sessions. Although these individuals initially adhered to traditional concepts of instruction, they adapted their approaches to the conceptual framework underlying the project. It is concluded that while the project took much time and energy, its results were worthwhile and made it possible to address the needs and value the strengths of all students. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC