Adult Education & Literacy Needs Assessment. New Jersey 1995. A Report on Local Demand for Professional Development and Training.

Autor/inn/en	Merkel-Keller, Claudia; Streeter, Sandra
Institution	New Jersey State Dept. of Education, Trenton.
Titel	Adult Education & Literacy Needs Assessment. New Jersey 1995. A Report on Local Demand for Professional Development and Training.
Quelle	(1995), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Educators; Adult Literacy; Adult Programs; Educational Needs; Literacy Education; Needs Assessment; Staff Development; State Programs; New Jersey + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Educational need; Bildungsbedarf; Bedarfsermittlung; Personnel development; Personalentwicklung; Regierungsprogramm
Abstract	In response to the National Goals 2000 Literacy initiative, literacy programs in New Jersey increased their efforts to meet literacy goals. In the summer of 1993, a needs assessment survey was conducted to determine the training and program development needs of adult education classroom teachers, teacher aides, substitute teachers, program coordinators, volunteer coordinators, counselors, and directors. The survey was mailed to 183 adult education programs funded through the New Jersey Department of Education and to all Literacy Volunteers of America-New Jersey Affiliates, Focus on Literacy, Project Read, and selected Job Training Partnership Act and Job Opportunities and Basic Skills/Family Development programs. A total of 332 responses were received. Data from the survey and the ongoing needs assessment conducted over the 2-year period, 1993-95 found that educators in adult basic education programs are requesting assistance, training, and materials in a number of broad areas of content, leadership, and practice. These areas include the following: adults with disabilities; technology; basic adult education and literacy; leadership; General Educational Development testing; English as a Second Language; and instructional models. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC