Teachers' Recommendations for the National Adult Literacy Summit Action Agenda: A Report of Five Focus Groups. NCSALL Occasional Paper.

Autor/inn/en	Smith, Christine; Bingman, Beth
Institution	National Center for the Study of Adult Learning and Literacy, Boston, MA.
Titel	Teachers' Recommendations for the National Adult Literacy Summit Action Agenda: A Report of Five Focus Groups. NCSALL Occasional Paper.
Quelle	(2000), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Educators; Adult Learning; Adult Literacy; Change Strategies; Educational Change; Educational Improvement; Educational Needs; Focus Groups; Guidelines; Information Dissemination; Literacy Education; National Organizations; National Programs; Needs Assessment; Policy Formation; Program Guides; Public Agencies; Records (Forms); Teacher Attitudes + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Lösungsstrategie; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Educational need; Bildungsbedarf; Richtlinien; Informationsverbreitung; nicht übertragen; Bedarfsermittlung; Politische Betätigung; Öffentliche Einrichtung; Formularsammlung; Lehrerverhalten
Abstract	In February 2000, the National Center for the Study of Adult Learning and Literacy (NCSALL) cosponsored a national literacy summit of more than 100 representatives from the field of adult literacy and basic education in Washington, DC. During the summit, 29 adult literacy teachers from 5 states (Virginia, Pennsylvania, Massachusetts, Maine, and Delaware) participated in 5 focus groups. Each focus group worked to develop its own version of what the vision and goal of the summit agenda should be. The focus groups also ranked eight action strategies for achieving their chosen vision and goal. The following were mentioned by at least one focus group as being among its three most-desired strategies: include learners' perspectives; commitment to access; instructional and program quality improvements; professional development opportunities; and create partnerships. (Appendixes constituting approximately two-thirds of the document contain the following items: focus group notes on selected action steps; the NCSALL focus group guide that was developed to obtain teacher feedback for a national literacy summit draft action agenda; the form used to collect information about the focus groups; a flyer for advertising focus groups; and information about the NCSALL practitioner dissemination and research network.) (MN)
Anmerkungen	For full text: http://ncsall.gse.harvard.edu/research/op_pdrn.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC