A Typology of Adult Literacy Instructional Approaches

Autor/inn/en	Beder, Hal; Lipnevich, Anastasiya; Robinson-Geller, Perrine
Titel	A Typology of Adult Literacy Instructional Approaches
Quelle	In: Adult Basic Education and Literacy Journal, 1 (2007) 2, S.63-72 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-2322
Schlagwörter	Group Instruction; Literacy Education; Factor Analysis; Adult Literacy; Teaching Methods; Classification; Adult Education; Surveys; Teacher Attitudes; Basic Skills; Enrollment + Suchen Sie Ihr Suchwort? Gruppenunterricht; Faktorenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Survey; Umfrage; Befragung; Lehrerverhalten; Basic skill; Grundfertigkeit; Einschulung
Abstract	This study addresses the primary question, "What instructional approaches typify adult literacy education in the United States?" as well as several secondary questions. To address the primary question, a survey was developed and responses were received from 598 adult literacy teachers in 12 states. When the data were subjected to factor analysis, three main approaches to adult literacy instruction resulted. We named these approaches (a) meaning making, (b) basic skills/individualized group instruction, and (c) basic skills/teacher-led group. Further analysis found that most adult literacy instructors employ a blend of these approaches and that the approaches they use vary according to instructional level, organizational sponsorship, and enrollment pattern. (Contains 6 tables and 4 footnotes.) (As Provided).
Anmerkungen	Commission on Adult Basic Education and ProLiteracy America. 1320 Jamesville Avenue, Syracuse, NY 13210. Tel: 315-422-9121; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10