Review of Adult Learning and Literacy, Volume 4
Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy
The Review of Adult Learning and Literacy: Connecting Research Policy, and Practice, Volume 4 is the newest addition to a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning.
Volume 4 opens with an overview of significant recent developments in the field. Subsequent chapters cover a wide range of topics critical to the success of adult education and literacy services in the United States:
*issues of race, class, gender, and sexual orientation;
*the role of workplace education in building adults' basic skills;
*the role of new learning technologies in adult education and literacy;
*adult developmental theories and their implications for the teaching of adult basic education and English for speakers of other languages; and
*traditional and contemporary adult learning theories, including an annotated bibliography of key resources.
Intended for policymakers, scholars, and practitioners dedicated to improving the quality of adult basic education, adult English for speakers of other languages, and adult secondary education programs, Review of Adult Learning and Literacy, Volume 4 is an essential resource for the field.
Table of Contents
Contents: D. Perin, Foreword. Preface. T.G. Sticht, The Year 2001 in Review. D. D'Amico, Race, Class, Gender, and Sexual Orientation in Adult Literacy: Power, Pedagogy, and Programs. A. Levenson, Why Do Companies Provide Workplace Education Programs? R. Stites, Implications of New Learning Technologies for Adult Literacy and Learning. D. Helsing, E. Drago-Severson, R. Kegan, Applying Constructive-Developmental Theories of Adult Development to ABE and ESOL Practices. S. Merriam, The Changing Landscape of Adult Learning Theory. S. Merriam, Appendix: Resources on Adult Learning Theory.
"Scholars will find this book useful, because future research recommendations are dotted throughout. In addition, practitioners can use the numerous suggestions to enhance learning in their respective contexts. The book can serve as a textbook or as a useful reference. The resources and recommendations are useful for practitioners, policymakers, and researchers. Readers will, undoubtedly, enhance their knowledge regarding adult literacy and learning."
"Readers will find the writing consistently clear and insightful....contains an exceptional collection of articles about adult literacy and learning. Each chapter advances some aspect of the field in important ways. As a whole, the book provides a lasting testimony to the stormy and exhilarating field of adult literacy."
—Journal of Literacy Research, 38(2)