Best Practices for Late Entry Learners into College Academic Upgrading Programs: Annotated Bibliography

Autor/in	Eaton, Sarah Elaine
Institution	Bow Valley College (Canada), Foundational Learning Centre
Titel	Best Practices for Late Entry Learners into College Academic Upgrading Programs: Annotated Bibliography
Quelle	(2009), (125 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Best Practices; Annotated Bibliographies; Adult Literacy; Adult Basic Education; Adult Education; Indigenous Populations; Literacy Education; English Language Learners; English (Second Language); Second Language Learning; Disabilities; Job Skills; Foreign Countries; Skill Development; Career Readiness; College Readiness; Adult Students; Canada; United States; Australia; New Zealand; United Kingdom + Suchen Sie Ihr Suchwort? Bibliography; Bibliographies; Bibliografie; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Sinti und Roma; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Handicap; Behinderung; Produktive Fertigkeit; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kanada; USA; Australien; Neuseeland; Großbritannien
Abstract	Purpose: The purpose of this document is to provide an annotated bibliography on best practices for late entry learners into college academic upgrading programs. It is intended for practitioners, administrators, and researchers and others with an interest in this field. Method: This annotated bibliography synthesizes sources related to late entry learners in college academic upgrading programs, including adult literacy, adult basic education and upgrading, adult education, best practices, aboriginal literacy, literacy among learners of English as a Second or other language, literacy for persons with disabilities, and workplace and essential skills. The literature reviewed has been limited Canada, and includes insights from the United States, Australia, New Zealand and the United Kingdom, as it was felt that these regions were similar in that they were primarily English-speaking, developed countries with large immigrant populations. It addresses literacy and essential skills in the adult context. Results: 194 publications and 34 online resources were reviewed. The range of literature considered in this project extends beyond the theme of best practices for late entry learners into college academic upgrading programs. Although that was the initial focus of the research, less documentation was available than originally anticipated. It was found that related themes, such as adult literacy in general, aboriginal literacy, access to education, student retention levels, program delivery, learner motivation, English as a Second Language, workplace learning and literature on disabilities and learning were all related to the theme of best practices in an integral way. The literature on these topics has added both depth and breadth to this project. Implications: Based on the sources reviewed, recommendations for program delivery decisions to enhance academic upgrading programs and for policy development in support of academic upgrading programs offered by public colleges are made. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01