Assembling the Fragments: A Review of Research on Adult Basic Skills. Research Brief.

Autor/inn/en	Brooks, Greg; Giles, Kerry; Harman, John; Kendall, Sally; Rees, Felicity; Whittaker, Sara
Institution	National Foundation for Educational Research, Slough (England).
Titel	Assembling the Fragments: A Review of Research on Adult Basic Skills. Research Brief.
Quelle	(2001), (6 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-84185-345-3
Schlagwörter	Academic Persistence; Adult Basic Education; Adult Learning; Adult Students; Basic Skills; Delivery Systems; Educational Improvement; Educational Needs; Educational Quality; Educational Research; Educational Supply; Educational Trends; English (Second Language); Family Literacy; Foreign Countries; Literacy Education; Literature Reviews; Needs Assessment; Numeracy; Outcomes of Education; Parents; Performance Factors; Research Needs; Skill Development; Special Needs Students; Student Characteristics; Student Educational Objectives; Student Evaluation; Teaching Methods; Trend Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Basic skill; Grundfertigkeit; Auslieferung; Teaching improvement; Unterrichtsentwicklung; Educational need; Bildungsbedarf; Quality of education; Bildungsqualität; Bildungsforschung; Pädagogische Forschung; Bildungsangebot; Bildungsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Bedarfsermittlung; Rechenkompetenz; Lernleistung; Schulerfolg; Eltern; Leistungsindikator; Forschungsbedarf; Kompetenzentwicklung; Qualifikationsentwicklung; Sonderpädagogischer Förderbedarf; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Trendanalyse; Großbritannien
Abstract	Research on adult basic skills in the United Kingdom and elsewhere in the English-speaking world was reviewed. The most-researched areas of adult basic skills were literacy, numeracy, English for speakers of other languages, information and computer technology, and oracy. Oracy skills for monolingual English speakers and numeracy skills for speakers of other languages were almost entirely overlooked. The following were among the literature review's key findings: (1) intervention studies exploring those factors in teaching basic skills that cause progress in learning basic skills were lacking; (2) very little is known about adults with special educational needs in basic skills provision; (3) the major motive for attending basic skills provision is a desire for self-development, although among parents, the major motive for attending family learning is to help their children; (4) adults involved in family learning have higher attendance, retention, and completion rates than do adults in general provision, and their progression to further study and/or employment is high; and (5) less is known about what basic skills teaching is like on the ground. It was recommended that a structured program of studies exploring the factors associated with progress in basic skills be initiated and that the research program be informed by vigorous debate on content. (MN)
Anmerkungen	For full text (MS Word): http://www.dfes.gov.uk/research/data/uploadfiles/RB220.doc.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC