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The Transformative Power of Adult Basic Education Programs: A Comprehensive Report
Author: Dr. Eleanor Vance, Professor of Adult Education and Literacy at the University of California, Berkeley. Dr. Vance has over 20 years of experience researching and evaluating adult basic education programs, focusing on program effectiveness, learner outcomes, and policy implications. Her work has been published in leading journals in the field and has informed national and state-level educational policies.
Publisher: The National Center for Education Statistics (NCES), a prominent and highly credible federal statistical agency within the U.S. Department of Education. NCES provides objective data and analysis on a wide range of education topics, ensuring the reliability and validity of its publications.
Editor: Dr. David Miller, former Director of Adult Education Programs at the California Community Colleges system. Dr. Miller possesses extensive practical experience in the design, implementation, and assessment of adult basic education programs, bringing a valuable perspective to the editing process.
Keywords: adult basic education program, ABE program, adult literacy, adult education, GED preparation, ESL classes, workforce development, educational attainment, program effectiveness, adult learners, literacy rates
1. Introduction: Understanding the Need for Adult Basic Education Programs
Adult basic education (ABE) programs play a crucial role in addressing the persistent challenge of low literacy rates and limited educational attainment among adults. These programs provide a vital pathway for individuals to improve their basic reading, writing, and math skills, ultimately enhancing their life chances and contributing to a more productive and equitable society. The need for effective adult basic education programs is underscored by significant data. According to the National Assessment of Adult Literacy (NAAL), millions of adults in the United States lack the fundamental literacy skills necessary to succeed in today's demanding workforce and fully participate in civic life. This deficiency significantly impacts individual well-being, economic prosperity, and social cohesion. Therefore, a robust and well-supported adult basic education program is essential for addressing these societal challenges.
2. The Components of a Successful Adult Basic Education Program
Effective adult basic education programs are characterized by several key components:
Needs Assessment: A comprehensive needs assessment is crucial to tailor the program to the specific needs and learning styles of the adult learners. This includes assessing their current literacy levels, learning goals, and any barriers they may face (e.g., childcare responsibilities, work schedules, transportation limitations).
Flexible and Accessible Learning Environments: Adult learners often juggle multiple responsibilities, requiring programs to offer flexible scheduling, various learning modalities (online, in-person, blended), and accessible locations.
Individualized Instruction: Recognizing the diverse learning backgrounds and paces of adult learners, individualized instruction is paramount. Effective adult basic education programs employ differentiated teaching strategies and provide individualized support to meet each learner's needs.
Competent and Supportive Instructors: The success of an ABE program hinges on the quality of its instructors. Effective instructors possess strong pedagogical skills, cultural sensitivity, and a genuine commitment to adult learners’ success. Providing ongoing professional development for instructors is essential.
Integrated Support Services: Many adult learners face significant barriers to educational success, including poverty, lack of healthcare, and housing instability. Successful adult basic education programs integrate supportive services such as childcare, transportation assistance, and referrals to health and social services.
Clear Pathways to Further Education and Employment: ABE programs should not be isolated islands but rather stepping stones to further educational opportunities and employment. Articulation agreements with community colleges and vocational schools, along with career counseling and job placement services, are vital.
3. Research Findings on the Effectiveness of Adult Basic Education Programs
Numerous studies have demonstrated the significant positive impacts of well-designed adult basic education programs. Research consistently shows that participation in ABE programs leads to:
Improved Literacy Skills: Studies using standardized assessments have shown substantial gains in reading, writing, and math skills among participants in adult basic education programs. These improvements translate into increased confidence and self-efficacy.
Increased Employment Opportunities: Improved literacy skills directly correlate with increased employment opportunities, higher earnings, and reduced reliance on public assistance. Many adult basic education programs explicitly incorporate workforce development components, further enhancing employment outcomes.
Enhanced Civic Engagement: Improved literacy skills empower individuals to participate more fully in civic life, including voting, volunteering, and engaging in community activities. This contributes to a stronger and more engaged democracy.
Improved Health Outcomes: Studies have shown a correlation between improved literacy skills and better health outcomes, including improved health literacy, reduced chronic disease rates, and increased adherence to medical treatments.
Increased Self-Esteem and Quality of Life: The achievement of educational goals through participation in an adult basic education program significantly boosts self-esteem and overall quality of life. This enhanced sense of self-worth contributes to improved mental well-being.
4. Challenges and Future Directions for Adult Basic Education Programs
Despite the demonstrated effectiveness of adult basic education programs, several challenges remain:
Funding Limitations: Many ABE programs face significant funding constraints, limiting their capacity to serve all those in need. Securing sustainable funding sources is crucial for the long-term success of these programs.
Recruitment and Retention of Learners: Recruiting and retaining adult learners can be challenging due to competing demands on their time and resources. Innovative outreach strategies and supportive program environments are necessary to improve enrollment and completion rates.
Addressing the Needs of Diverse Learners: Adult learners represent a diverse population with varying needs and learning styles. Programs must adapt their curricula and teaching methods to address these diverse needs, including those of immigrant and refugee populations.
Measuring Program Effectiveness: While the positive impacts of adult basic education programs are well-documented, further research is needed to refine and standardize methods for measuring program effectiveness and identifying best practices.
Integration with other social services: Stronger partnerships and coordination with other social service agencies are needed to address the multifaceted needs of adult learners and to ensure that ABE programs are fully integrated into a comprehensive support system.
5. Conclusion
Adult basic education programs are essential for empowering individuals, strengthening communities, and fostering a more equitable society. By addressing the literacy needs of adults, these programs provide a pathway to improved employment prospects, increased civic engagement, and enhanced quality of life. While challenges remain, continued investment in and innovative approaches to adult basic education programs are crucial for maximizing their transformative potential and creating a more just and prosperous future for all.
FAQs
1. What is the difference between adult basic education and GED preparation? While both focus on improving foundational skills, ABE programs cover a broader range of literacy and numeracy skills, while GED preparation specifically targets the General Educational Development test. Many ABE programs incorporate GED prep as a component.
2. How can I find an adult basic education program in my area? You can contact your local community college, adult education center, or library. Online searches using keywords like "adult education near me" or "ABE programs [your city/state]" will also yield results.
3. Are adult basic education programs free? Many programs are free or low-cost, often funded by government grants or local organizations. It's best to contact individual programs to inquire about tuition and financial aid options.
4. What if I have a learning disability? Many adult basic education programs offer individualized support and accommodations for learners with learning disabilities. Be sure to disclose your needs when enrolling.
5. Can I take classes online? Many ABE programs offer online or blended learning options, providing flexibility for those with busy schedules.
6. How long does it take to complete an ABE program? The duration varies greatly depending on individual needs and learning goals. Some may complete their goals within a few months, while others may require several years.
7. What kind of jobs can I get after completing an ABE program? Improved literacy skills open doors to a wider range of employment opportunities, from entry-level positions to further training and education.
8. Is there financial aid available for adult basic education? Some programs offer scholarships or tuition assistance. Contact individual programs for details on available financial aid options.
9. What if I don't speak English? Many ABE programs offer English as a Second Language (ESL) classes, catering to the diverse needs of immigrant and refugee populations.
Related Articles
1. The Economic Impact of Adult Basic Education: This article analyzes the economic benefits of ABE programs, including increased tax revenue and reduced reliance on public assistance.
2. Effective Instructional Strategies for Adult Basic Education: This article explores best practices in teaching adult learners, including differentiated instruction and the use of technology.
3. Addressing the Needs of Adult Learners with Disabilities in ABE Programs: This article focuses on strategies for providing appropriate accommodations and support for learners with disabilities.
4. The Role of Technology in Adult Basic Education: This article examines the use of technology to enhance learning outcomes in ABE programs.
5. Measuring the Outcomes of Adult Basic Education Programs: This article explores different methods for evaluating the effectiveness of ABE programs.
6. Building Partnerships to Support Adult Learners: This article discusses the importance of collaboration between ABE programs and other social service organizations.
7. Addressing Adult Literacy in Underserved Communities: This article focuses on strategies for reaching and supporting adult learners in low-income and rural areas.
8. The Impact of Adult Basic Education on Civic Engagement: This article explores the relationship between improved literacy skills and increased participation in civic life.
9. Funding and Policy Issues in Adult Basic Education: This article examines the challenges of securing adequate funding for ABE programs and the role of policy in shaping program effectiveness.
| adult basic education program: Adult Basic Education Program Statistics National Center for Educational Statistics, 1967 |
| adult basic education program: Adult Basic Education, Meeting the Challenge of the 1970's National Advisory Committee on Adult Basic Education (U.S.), 1968 |
| adult basic education program: Organization and Administration of Adult Education Programs Steven W. Schmidt, Susan M. Yelich Biniecki, 2016-08-01 Administrators of adult education programs work in dynamic and ever-changing environments. They are continually challenged with a myriad of issues related to program budgeting, marketing, strategic planning, funding, human resources, and other topics. With decades of real world experience in the field, Steven Schmidt and Susan Yelich Biniecki have developed a practical guide for those who are involved in the organization and administration of educational programs for adults. Whether you work in the human resource department of a corporation, a grass-roots community organization, a higher education unit, a consulting company, or any other type of organization that provides adult education, this book is for you. In a no-nonsense approach, Organization and Administration of Adult Education Programs: A Guide for Practitioners “talks” to you as an administrator about topics that are important to you. Guidelines, processes, and procedures discussed in the book can help to make you a more effective practitioner. Scenarios, role plays, and activities are also included for classroom use and personal reflection. |
| adult basic education program: Adult Basic Education: The State of the Art United States. Office of Education, 1970 |
| adult basic education program: How Effective Is Correctional Education, and Where Do We Go from Here? The Results of a Comprehensive Evaluation Lois M. Davis, Jennifer L. Steele, Robert Bozick, Malcolm V. Williams, Susan Turner, Jeremy Miles, Jessica Saunders, Paul S. Steinberg, 2014-02-28 Assesses the effectiveness of correctional education for both incarcerated adults and juveniles, presents the results of a survey of U.S. state correctional education directors, and offers recommendations for improving correctional education. |
| adult basic education program: Adult Offender Education Programs John Phillips Conrad, 1981 |
| adult basic education program: Research-based Principles for Adult Basic Education Reading Instruction John Kruidenier, 2002 This is a research report on the findings of the Partnership in Reading project. Its aim was to identify and evaluate existing research in adult literacy reading instruction and provide a summary if scientifically based principles and practices. Topics covered include: * Emerging principles, trends, ideas and comments * Reading assessment profiles * Phonemic awareness and word analysis * Fluency * Vocabulary * Reading comprehension * Computer technology and ABE reading instruction. |
| adult basic education program: Performance Assessments for Adult Education National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Testing and Assessment, Committee for the Workshop on Alternatives for Assessing Adult Education and Literacy Programs, 2002-08-01 In the United States, the nomenclature of adult education includes adult literacy, adult secondary education, and English for speakers of other languages (ESOL) services provided to undereducated and limited English proficient adults. Those receiving adult education services have diverse reasons for seeking additional education. With the passage of the WIA, the assessment of adult education students became mandatory-regardless of their reasons for seeking services. The law does allow the states and local programs flexibility in selecting the most appropriate assessment for the student. The purpose of the NRC's workshop was to explore issues related to efforts to measure learning gains in adult basic education programs, with a focus on performance-based assessments. |
| adult basic education program: Adult Basic Education Program Statistics , 1970 |
| adult basic education program: GED Test Prep Plus 2021 Caren Van Slyke, 2020-12 Tap into the online resources that come with it, including: Practice test. Familiarize yourself with taking the GED® Test on the computer. Performance summary. Pinpoint your strengths and weaknesses to help with your study planning. Videos, Learn from Kaplan teachers as they explain many of the important concepts that show up on the test. Step 1: Go to kaptest.com/moreonline to unlock all these resources. Step 2: Study anytime, anywhere on your computer, tablet, or phone. Sign in to kaptest.com/login using the same account you used to register your book. Book jacket. |
| adult basic education program: Adult Basic Education William S. Griffith, Ann P. Hayes, 1970 |
| adult basic education program: Adult Basic Education in Colorado Richard DeWalt Hupper, 1968 |
| adult basic education program: Improving Adult Literacy Instruction National Research Council, Division of Behavioral and Social Sciences and Education, Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy, 2012-04-26 A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies. |
| adult basic education program: Last Gamble on Education Jack Mezirow, Gordon G. Darkenwald, Alan Boyd Knox, 1975 |
| adult basic education program: The Adult Learner Malcolm S. Knowles, Elwood F. Holton III, Richard A. Swanson, RICHARD SWANSON, Petra A. Robinson, 2020-12-20 How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without. |
| adult basic education program: Adult Basic Education Program Statistics National Center for Educational Statistics, 1970 |
| adult basic education program: Needs Analysis and Programme Planning in Adult Education Simona Sava, 2012-10-30 How to identify, analyse, and assess the various types of adult learning needs? How to develop programmes tailored to these needs? This study guide is written for postgraduate students preparing to become professional adult educators, as well as for those intending to plan educational programmes for adults. The book covers the various types of adult (learning)needs and provides hints on how to identify, analyse, and assess these needs. It presents typical challenges involved in performing such an analysis as well as theoretical considerations of the concept and types of needs, of diagnosing educational needs and their theoretical understanding. The author draws conclusions on how to develop programmes tailored to the needs identified. With a focus on practical concerns, she illustrates the necessary steps as well as the factors to be considered when designing an educational programme for adults, both in the planning stage and in the stages of implementation and evaluation. From the Contents: The Importance of Needs Analysis and Programme Planning in Adult Education Needs: Theoretical Considerations Fields of Needs Analysis in an Educational Context Methods of Needs Analysis in Adult Education Needs Analysis for Planning Educational Programmes Steps in Programme Planning in Adult Education |
| adult basic education program: The Handbook of Adult and Continuing Education Tonette S. Rocco, M Cecil Smith, Robert C. Mizzi, Lisa R. Merriweather, Joshua D. Hawley, 2023-07-03 Co-published with Colleges and universities are increasingly becoming significant sites for adult education scholarship—in large part due to demographic shifts. With fewer U.S. high school graduates on the horizon, higher education institutions will need to attract “non-traditional” (i.e., older) adult learners to remain viable, both financially and politically. There is a need to develop a better corpus of scholarship on topics as diverse as, what learning theories are useful for understanding adult learning? How are higher education institutions changing in response to the surge of adult students? What academic programs are providing better learning and employment outcomes for adults in college? Adult education scholars can offer much to the policy debates taking place in higher education. A main premise of this handbook is that adult and continuing education should not simply respond to rapidly changing social, economic, technological, and political environments across the globe, but should lead the way in preparing adults to become informed, globally-connected, critical citizens who are knowledgeable, skilled, and open and adaptive to change and uncertainty.The Handbook of Adult and Continuing Education provides rich information on the contemporary issues and trends that are of concern to adult and continuing education, of the programs and resources available to adult learners, and of opportunities to challenge and critique the structures embedded in the field that perpetuate inequity and social injustice. Adult education is a discipline that foresees a better tomorrow, and The Handbook is designed to engage and inspire readers to assist the field to seek new paths in uncertain and complex times, ask questions, and to help the field flourish.The Handbook is divided into five sections. The first, Foundations situates the field by describing the developments, core debates, perspectives, and key principles that form the basis of the field.The second, Understanding Adult Learning, includes chapters on adult learning, adult development, motivation, access, participation, and support of adult learners, and mentoring.Teaching Practices and Administrative Leadership, the third section, offers chapters on organization and administration, program planning, assessment and evaluation, teaching perspectives, andragogy and pedagogy, public pedagogy, and digital technologies for teaching and learning.The fourth section is Formal and Informal Learning Contexts. Chapters cover adult basic, GED, and literacy education, English-as-a-Second Language Programs, family literacy, prison education, workforce development, military education, international development education, health professions education, continuing professional education, higher education, human resource development and workplace learning, union and labor education, religious and spiritual education, cultural institutions, environmental education, social and political movements, and peace and conflict education.The concluding Contemporary Issues section discusses decolonizing adult and continuing education, adult education and welfare, teaching social activism, lesbian, gay, bisexual, trans, queer and straight allies, gender and its multiple forms, disability, older adults and intergenerational identities, race and ethnicity, working class, whiteness and privilege, and migrants and migrant education.The editors culminate with consideration of next steps for adult and continuing education and priorities for the future. |
| adult basic education program: Participatory Practices in Adult Education Pat Campbell, Barbara Burnaby, 2005-05-18 Documents participatory practices in adult educational programs, institutions, the community, and the workplace. Offers detailed examples, models, and suggestions. |
| adult basic education program: Becoming Adult Learners Eleanor Drago-Severson, 2004-07-25 This book offers a new and promising way to support adults in Adult Basic Education (ABE) and English for speakers of other languages (ESOL) programs specifically, and learners in adult education, in general. Applying renowned Harvard University psychologist Robert Kegan's constructive-development theory, Drago-Severson depicts an in-depth investigation into how and why adults develop ways of knowing to better prepare them for their work in the 21st century. This book provides practical suggestions for applying Kegan's theory in adult education classrooms to enable teachers, curriculum developers, program designers, and policymakers to better respond to adult learners' strengths and learning needs. |
| adult basic education program: Adult Basic Education Program United States Accounting Office (GAO), 2018-06-25 Adult Basic Education Program: Progress in Reducing Illiteracy and Improvements Needed |
| adult basic education program: Evaluating the Effectiveness of Correctional Education Lois M. Davis, 2013-08-21 After conducting a comprehensive literature search, the authors undertook a meta-analysis to examine the association between correctional education and reductions in recidivism, improvements in employment after release from prison, and other outcomes. The study finds that receiving correctional education while incarcerated reduces inmates' risk of recidivating and may improve their odds of obtaining employment after release from prison. |
| adult basic education program: Talk Time Handbook Marilyn Bentson, Elisabeth Mitchell, 1995 This manual is based on the concept that group based conversational opportunity for newly arrived refugees using volunteer facilitators could be replicated. Talk Time programs flourish in different settings. Most commonly, a volunteer ESL tutor program decides to add a Talk Time component to its existing services. However, sometimes the need to start a Talk Time program emerges from another type of organization or the community. For example, some classroom based adult education programs have decided to begin a Talk Time with volunteers on campus as a supplement for the ESL classes. |
| adult basic education program: The Adult Basic Education Program United States. General Accounting Office, 1975 |
| adult basic education program: Third Update on Adult Learning Theory Sharan B. Merriam, 2010-01-28 This Third Update on Adult Learning Theory follows two earlier volumes on the same topic, the first published in 1993 and the second in 2001. Only one topic, transformative learning theory, can be found in all three updates, representing the continuing developments in research and alternative theoretical conceptions of TL. Thanks to a growing body of research and theory-building, three topics briefly touched on in 2001 are now separate chapters in this third update: spirituality and adult learning learning through the body narrative learning in adulthood Also new in this update is a chapter on non-Western perspectives on learning and knowing. New developments in two other areas are also explored: understanding the connection between the brain and learning, and how modern and postmodern ways of knowing are converging and are bring expressed in social movements. The concluding chapter identifies two trends in adult learning theory for the twenty-first century: attention to context, and to the holistic nature of learning in adulthood. This is 119th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, New Directions for Adult and Continuing Education is an indispensable series that explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums. |
| adult basic education program: Adult Basic Education National Teacher Training Study University of Missouri at Kansas City. School of Education, 1973 |
| adult basic education program: Pre-GED LearningExpress Staff, 2010 This guide is for adult learners who wish to undertake a program of self-study in preparation for the GED Language Arts Writing Tests. It includes: --1 diagnostic and 2 practice exams with complete answer explanations, Review of all topics, including sentence structure, word usage, and writing tips, Mini-quizzes for all topics, Free access to an online exam, Tip boxes with mnemonic aids and study advice, Boost boxes with motivational information from potential employers |
| adult basic education program: Learning to Listen, Learning to Teach Jane Vella, 2002-10-02 In this updated version of her landmark book Learning to Listen, Learning to Teach, celebrated adult educator Jane Vella revisits her twelve principles of dialogue education with a new theoretical perspective gleaned from the discipline of quantum physics. Vella sees the path to learning as a holistic, integrated, spiritual, and energetic process. She uses engaging, personal stories of her work in a variety of adult learning settings, in different countries and with different educational purposes, to show readers how to utilize the twelve principles in their own practice with any type of adult learner, anywhere. |
| adult basic education program: Colorado Department of Education, Adult Basic Skills and Literacy Colorado. Department of Education. Adult Basic Education, 1993 |
| adult basic education program: Adult Basic Education Act of 1962 United States. Congress. House. Committee on Education and Labor, 1963 |
| adult basic education program: Adult Basic Education United States. Congress. House. Committee on Education and Labor, 1962 |
| adult basic education program: Turning Points Alisa Belzer, 2017-09-29 Milestones for adult basic education include: It was first federally funded in 1964. The National Literacy Act passed in 1991. The Workforce Investment Act (WIA) of 1998 was enacted. The field then remained relatively static until 2014 when: a new version of the GED® test was launched, new content standards were developed, new data on adult cognitive skills were released, and the Workforce Innovation and Opportunity Act (WIOA), with its laser focus on employment and training, was enacted. This volume reviews where the field is in relation to these turning points and discusses where it could go. Taking up critical discussions of the many recent and influential changes as well as topics of enduring interest, this volume will be valuable to practitioners, researchers, and policy makers. This is the 155th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums. |
| adult basic education program: Adult Basic Education Educational Materials Laboratory (U.S.), 1968 |
| adult basic education program: Adult Basic Education National Teacher Training Study: Survey of needs University of Missouri-Kansas City. School of Education, 1972 |
| adult basic education program: Research Anthology on Adult Education and the Development of Lifelong Learners Management Association, Information Resources, 2021-03-19 Whether it is earning a GED, a particular skill, or technical topic for a career, taking classes of interest, or even returning to begin a degree program or completing it, adult learning encompasses those beyond the traditional university age seeking out education. This type of education could be considered non-traditional as it goes beyond the typical educational path and develops learners that are self-initiated and focused on personal development in the form of gaining some sort of education. Essentially, it is a voluntary choice of learning throughout life for personal and professional development. While there is often a large focus towards K-12 and higher education, it is important that research also focuses on the developing trends, technologies, and techniques for providing adult education along with understanding lifelong learners’ choices, developments, and needs. The Research Anthology on Adult Education and the Development of Lifelong Learners focuses specifically on adult education and the best practices, services, and educational environments and methods for both the teaching and learning of adults. This spans further into the understanding of what it means to be a lifelong learner and how to develop adults who want to voluntarily contribute to their own development by enhancing their education level or knowledge of certain topics. This book is essential for teachers and professors, course instructors, business professionals, school administrators, practitioners, researchers, academicians, and students interested in the latest advancements in adult education and lifelong learning. |
| adult basic education program: Strengthening Adult and Continuing Education Alan B. Knox, 1993-07-07 Drawing on case studies from over 30 countries, Knox explains how agency leaders can adapt strategic planning guidelines to identify objectives, create effective communication among stakeholders, and give the supportive guidance, feedback, encouragement, and recognition that is essential for successful programming. Shows how principles and methods of strategic planning can be applied with equal effectiveness across a wide range of programs, including distance learning, continuing professional education, correctional education, staff development, and adult education for minorities. |
| adult basic education program: Handbook of Adult and Continuing Education Carol E. Kasworm, Amy D. Rose, Jovita M. Ross-Gordon, 2010-05-27 An authoritative overview of the current state of the field of adult and continuing education Drawing on the contributions of 75 leading authors in the field, this 2010 Edition of the respected Handbook of Adult and Continuing Education provides adult education scholars, program administrators, and teachers with a solid foundation for understanding the current guiding beliefs, practices, and tensions faced in the field, as well as a basis for developing and refining their own approaches to their work and scholarship. Offering expanded discussions in the areas of social justice, technology, and the global dimensions of adult and continuing education, the Handbook continues the tradition of previous volumes with discussions of contemporary theories, current forms and contexts of practice, and core processes and functions. Insightful chapters examine adult and continuing education as it relates to gender and sexuality, race, our aging society, class and place, and disability. Key Features Expanded coverage of social justice, the impact of technology, and the global dimensions of adult and continuing education provides a useful update on theories and practices in the field as they have evolved during the last decade. An invaluable introductory overview and synthesis of key aspects of the field of practice and scholarship acquaints new readers to the field The centrality of social justice in adult and continuing education is addressed in a new section. The broader global context of contemporary adult and continuing education is covered in a final section. |
| adult basic education program: How Teachers Change Cristine A. Smith, 2009 This book deals with the most important individual, professional development, program, and system factors that influence the type and amount of teacher change. This study was conducted primarily to help professional development decision-makers plan and deliver effective professional development, and to understand the factors that influence how teachers change as a result of professional development. How do practitioners change as a result of participating in one of three different models of professional development, and what are the most important factors that influence (support or hinder) this change? |
| adult basic education program: How People Learn II National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on How People Learn II: The Science and Practice of Learning, 2018-09-27 There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults. |
| adult basic education program: Adult Basic and Secondary Level Program Statistics National Center for Education Statistics, 1972 |
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知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业 …
abbreviations - What do CI, CIM, CID, CIB mean? - English …
Apr 9, 2014 · I was talking to a friend about a girl, and he mentioned that “She can pretty much CI anything, CIB, CIM or CID.” I’m wondering what these mean. The context was sexual …
possessives - adults’ English teacher or adult’s English teacher ...
Sep 6, 2019 · Use a noun adjunct. "I am an adult English teacher." It still has ambiguity, namely whether you are an adult who teaches English or whether you teach English to adults, but my …
Referring to adult-age sons and daughters as children
Dec 21, 2012 · "adult children" is sometimes used in contexts where age is important, such as a form requiring someone to list all children under 18 and all adult children living with them. And …
Specific word for "grown-up children"? [duplicate]
Mar 5, 2014 · There is a group the ACA (Adult Children of Alcoholics) whose website is adultchildren.org So, this is definitely a common usage. – David M Commented Mar 4, 2014 at …
single word requests - English Language & Usage Stack Exchange
From the Wikipedia entry for 'young adult': A young/prime adult, according to Erik Erikson's stages of human development, is generally a person between the age of 20 - 40, whereas an …
Use of 'as per' vs 'per' - English Language & Usage Stack Exchange
Similarly, cops cop: instead of "a man" we find employed "an adult male individual". Tinhorns have to blow hard--such is the nature of tin--and so come to be known as blowhards. *"per" is here …
What do you call a person who has a relationship with a much …
Aug 20, 2015 · Stack Exchange Network. Stack Exchange network consists of 183 Q&A communities including Stack Overflow, the largest, most trusted online community for …
Can "Mr", "Mrs", etc. be used with a first name?
Jan 7, 2012 · As Mr. England's post indicates, common usage dictates the rules, not the other way around. And in the South, this is very common and accepted. It can be a bit rude (or at …
How offensive is it to call someone a "slag" in British English?
One more colorful slang term I gleaned from the British movie I recently watched is slag. In the movie, it was used in curses like, "Fuck-ing dogs! Slags." "Right slag, that one." Now I know via
问问前辈们，有什么适合打R18mod的steam游戏吗？ - 知乎
知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业 …
