The Annual Review of Adult Learning and Literacy, Volume 2 (National Center for the Study of Adult Learning)

321 Pages·2001·1.32 MB·English

by  National Center for the Study of Adult Learning and Literacy, John Comings, Barbara Garner, Cristine

B u s i n e s s C u l i n a r y A r c h i t e c t u r e
C o m p u t e r G e n e r a l I n t e r e s t
C h i l d r e n L i f e S c i e n c e s B i o g r a p h y
A c c o u n t i n g F i n a n c e M a t h e m a t i c s
H i s t o r y S e l f - I m p r o v e m e n t H e a l t h
E n g i n e e r i n g G r a p h i c D e s i g n
A p p l i e d S c i e n c e s P s y c h o l o g y
I n t e r i o r D e s i g n B i o l o g y C h e m i s t r y
WILEY
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WILEY
B O O K
JOSSEY-BASS
PFEIFFER
J.K.LASSER
CAPSTONE
WILEY-LISS
WILEY-VCH
WILEY-INTERSCIENCE
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The Annual Review of Adult Learning and Literacy is an
important part of the Dissemination Initiative of the National
Center for the Study of Adult Learning and Literacy
(NCSALL). NCSALL is a collaborative effort between the
Harvard Graduate School of Education and World Education,
a nonprofit organization based in Boston. NCSALL’s partners
include The Center for Literacy Studies at the University of
Tennessee, Rutgers University in New Jersey, and Portland
State University in Oregon. NCSALL is funded by the
Educational Research and Development Centers Program,
award number R309B60002, as administered by the U.S.
Department of Education’s Office of Educational Research
and Innovation through its National Institute for
Postsecondary Education, Libraries, and Lifelong Learning.
NCSALL is pursuing a program of basic and applied research
that is meant to improve programs that provide educational
services for adults who have low literacy skills, who do not
speak English, or who do not have a high school diploma.
Ongoing studies include research in the areas of learner
motivation, teaching and learning, staff development, and
accountability.
The contents of the Review do not necessarily represent the
positions or policies of the U.S. Department of Education, nor
are they endorsed by the federal government.
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Annual Review of Adult Learning
and Literacy
Volume 2
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John Comings, Barbara Garner,
Cristine Smith, Editors
Q Annual Review
of Adult Learning
and Literacy
Volume 2
A Project of
The National Center for the Study of
Adult Learning and Literacy
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Copyright © 2001 by Jossey-Bass Inc., and the Office of Educational Research
and Improvement.
Jossey-Bass is a registered trademark of Jossey-Bass Inc., A Wiley Company.
No part of this publication may be reproduced, stored in a retrieval system, or transmit-
ted in any form or by any means, electronic, mechanical, photocopying, recording,
scanning, or otherwise, except as permitted under Sections 107 or 108 of the 1976 United
States Copyright Act, without either the prior written permission of the Publisher or
authorization through payment of the appropriate per-copy fee to the Copyright
Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, [phone],
fax [phone]. Requests to the Publisher for permission should be addressed to the
Permissions Department, John Wiley & Sons, Inc., 605 Third Avenue, New York, NY
10158-0012, [phone], fax [phone], e-mail:
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The Jossey-Bass
Higher and Adult Education Series
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Q Contents
Foreword xi
Israel Mendoza
Preface xv
The Editors xix
The Contributors xxi
1 The Year 1999 in Review 1
Dave Speights
2 Making Sense of Critical Pedagogy in
Adult Literacy Education 26
Sophie C. Degener
3 Research in Writing: Implications for
Adult Literacy Education 63
Marilyn K. Gillespie
4 Time to Reframe Politics and Practices in
Correctional Education 111
Stefan LoBuglio
5 Building Professional Development Systems in
Adult Basic Education: Lessons from the Field 151
Alisa Belzer, Cassandra Drennon, Cristine Smith
6 Adult Learning and Literacy in Canada 189
Linda Shohet
7 Organizational Development and Its
Implications for Adult Basic Education Programs 242
Marcia Drew Hohn
ix