The Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 5 is the newest volume in 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.
Each Review opens with an overview of significant recent developments in the field of adult literacy during the year, followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field. Volume 5 includes chapters on:
*the increasing emphasis on scientifically based research and evidence-based practice in education, their use in adult literacy, and the perception of their usefulness by those who work in the field;
*recent research on the impact of acquiring a General Educational Development (GED) credential;
*the adult literacy system in the state of Massachusetts, focusing on the factors that led to investing and restructuring in the system, and the lessons learned that may be helpful to other states interested in building strong systems of educational service delivery for adult learners;
*a history and review of volunteerism in adult literacy;
*the history and structure of the adult literacy system in New Zealand, including policy recommendations for the current system to more effectively serve all adult learners; and
*a review of theories and key resources related to metacognitive skills in reading.
The Review of Adult Learning and Literacy serves as the journal of record for the field and is an essential resource for all stakeholders who need to know what research can reveal about how best to serve adult learners.
"The Review of Adult Learning and Literacy….helps to unify into one profession the varied group of practitioners working in so many different contexts with such a variety of students."
From the Foreword
Contents: M. Reddy, Foreword. Preface. T.G. Sticht, The Year 2002 in Review. L. Mikulecky, Adult Literacy Policy, Scientifically Based Research, and Evidence-Based Practice. J.H. Tyler, The General Educational Development (GED) Credential: History, Current Research, and Directions for Policy and Practice. J. Comings, L. Soricone, Massachusetts: A Case Study of Improvement and Growth of Adult Education Services. J.A. Sandlin, R. St. Clair, Volunteers in Adult Literacy Education. A.J. Cain, J. Benseman, Adult Literacy in New Zealand. J.G. Cromley, Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy. J.G. Cromley, Resources on Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy.