Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures of Mind." Research Monograph. NCSALL Reports.

Autor/inn/en	Kegan, Robert; Broderick, Maria; Drago-Severson, Eleanor; Helsing, Deborah; Popp, Nancy; Portnow, Kathryn
Institution	National Center for the Study of Adult Learning and Literacy, Boston, MA.
Titel	Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures of Mind." Research Monograph. NCSALL Reports.
Quelle	(2001), (637 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Development; Adult Learning; Adult Literacy; Classroom Techniques; Community Colleges; Cultural Context; Cultural Differences; Cultural Pluralism; Education Work Relationship; Educational Attitudes; Educational Policy; Educational Research; English (Second Language); Family Literacy; Guidelines; Intergenerational Programs; Learning Motivation; Learning Processes; Literacy Education; Literature Reviews; Self Evaluation (Individuals); Skill Development; Student Attitudes; Student Characteristics; Student Experience; Student Needs; Teacher Student Relationship; Teaching Methods; Two Year Colleges; Urban Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Erwachsenwerden; Adulte education; Adult training; Klassenführung; Community college; Community College; Kultureller Unterschied; Kulturpluralismus; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Richtlinien; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Studienerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Stadtteilbezogenes Lernen
Abstract	This document contains information about and from a study of the experiences of 41 adults enrolled in adult basic education/English for speakers of other languages (ABE/ESOL) programs that was conducted to determine what their learning meant to them and to identify strategies for developing a new pluralism in ABE/ESOL classrooms and teaching to multiple "cultures of mind." Chapter 1 situates the study's approach within the context of the ABE/ESOL literature. Chapter 2 provides an overview of the study methodology and the developmental perspective underpinning the study. Chapters 3-9 consist of the following reports that emerged from the study: "Our Developmental Perspective on Adulthood" (Nancy Popp, Kathryn Portnow); "A Developmental View of ESOL Students' Identity Transitions in a Urban Community College" (Deborah Helsing, Maria Broderick, James Hammerman); "'Becoming What I Really Am': Stories of Self-Definition and Self-Expansion in an Even Start ABE/ESOL Family Literacy Program: A Developmental Perspective" (Kathryn Portnow, Ann Diamond, Katie Pakos Rimer); "'Not I Alone': The Power of Adult Learning in the Polaroid Cohort" (Eleanor Drago-Severson, Jennifer Garvey Berger); "'We're Trying to Get Ahead': A Developmental View of Changes in Polaroid Learners' Conceptions of Their Motivations for Learning, Expectations of Teachers, and Relationship to Work" (Eleanor Drago-Severson); "Competence as a Developmental Process" (Nancy Popp, Lisa Boes); and "Towards Meaning-Centered Considerations of Policy and Practice: Summary and Implications." Most chapters contain substantial bibliographies. A standardized measures analysis report and developmental skill matrices are appended. (MN)
Anmerkungen	For full text: http://gseweb.harvard.edu/~ncsall/research/reports.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC