Pedagogical Relationships between Adult Literacy and Numeracy. Research Report No. 2.

Autor/inn/en	Lee, Alison; Chapman, Anne; Roe, Phillip
Institution	Technology Univ., Sydney (Australia). Centre for Language and Literacy.
Titel	Pedagogical Relationships between Adult Literacy and Numeracy. Research Report No. 2.
Quelle	(1996), (114 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-86365-265-5
Schlagwörter	Adult Basic Education; Adult Educators; Adult Literacy; Case Studies; Developmental Continuity; Educational Needs; Educational Practices; Educational Theories; Foreign Countries; Functional Literacy; Instructional Development; Integrated Curriculum; Literacy Education; Literature Reviews; Needs Assessment; Numeracy; Teacher Attitudes; Teacher Surveys; Theory Practice Relationship; Australia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Entwicklungsprozess; Educational need; Bildungsbedarf; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Ausland; Funktionale Kompetenz; Teaching improvement; Unterrichtsentwicklung; Bedarfsermittlung; Rechenkompetenz; Lehrerverhalten; Theorie-Praxis-Beziehung; Australien
Abstract	The pedagogical relationships existing between adult literacy and numeracy were examined in a study involving four data collection activities: historical review of development of the general concept of numeracy; semistructured interviews with adult educators and curriculum theorists, planners, and developers concerned with the relationships between literacy and numeracy in adult education; collection and critical review of selected curriculum documents and resource materials across a broad range of adult literacy, numeracy, and training programs throughout most of Australia's states; and detailed cases studies of two classrooms in Western Australia and New South Wales where literacy and numeracy are being taught by attempting to engage their interrelationships in local and specific contexts. Context was determined to be the crucial factor determining the pedagogical relationships between literacy and numeracy. Greater degrees of embedding instruction in context were generally associated with closer and more specific relationships between literacy and numeracy. The relationships between literacy and numeracy in specific contexts were examined within the framework of five terms: discourse, imbrication, modality, instrumental, and pedagogic. It was recommended that awareness of numeracy issues within adult education be increased and more experimental "integrated" literacy and numeracy classes be developed. (Contains 84 references.) (MN)
Anmerkungen	Centre for Language and Literacy, Faculty of Education, University of Technology, Sydney, P.O. Box 123, Broadway, New South Wales 2007, Australia.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC