Learning Journeys: Learners' Voices. Learners' Views on Progress and Achievement in Literacy and Numeracy. LSDA Research Report.

Autor/inn/en	Ward, Jane; Edwards, Judith
Institution	Learning and Skills Development Agency, London (England).
Titel	Learning Journeys: Learners' Voices. Learners' Views on Progress and Achievement in Literacy and Numeracy. LSDA Research Report.
Quelle	(2002), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-85338-817-3
Schlagwörter	Academic Achievement; Adoption (Ideas); Adult Basic Education; Adult Educators; Adult Literacy; Adult Students; Alternative Assessment; Educational Attitudes; Educational Policy; Educational Practices; Educational Research; English (Second Language); Foreign Countries; Guidelines; Interviews; Learning Processes; Literacy Education; Metaphors; Numeracy; Outcomes of Education; Research Methodology; Research Utilization; Student Attitudes; Student Surveys; Teacher Researchers; Teacher Student Relationship; Theory Practice Relationship; Transformative Learning; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulleistung; Ideas; Ideenfindung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Richtlinien; Interviewing; Interviewtechnik; Learning process; Lernprozess; Rechenkompetenz; Lernleistung; Schulerfolg; Research method; Forschungsmethode; Forschungsumsetzung; Schülerverhalten; Schülerbefragung; Lehrerforschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung; Pädagogische Transformation
Abstract	Learners' views on their progress and achievement in literacy and numeracy were examined in a study during which practitioners from eight further education colleges in England interviewed 70 adults (ages 16 to over 60 years) enrolled in literacy, numeracy, or English-for-speakers-of-other-languages programs. The metaphor of traveling on a learning journey was used to facilitate discussion between learners and researchers. The following were among the study's key findings and implications: (1) the learning journey metaphor is an effective tool for stimulating discussions of learning experiences; (2) tutors should take deliberate steps to develop equal working relationships with learners that recognize and value the strengths and knowledge each can bring to the process; (3) learners' confidence and skills to participate in learning processes develop as learning progresses; (4) learning programs should include learning outcomes relating to learners' aims that are not specified in the national curricula; and (5) strategies for measuring and validating learning gain that reflect learners' ways of knowing should be developed and piloted. The following items are appended: a discussion of the learning journey metaphor and suggestions for using it; the interview framework; and lists of the research team members, steering group members, and learning and skills research networks. (Contains 11 references.) (MN)
Anmerkungen	Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1403). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1403.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC