ethanporcaro/eric-fulltext-meta huggingface dataset:
International Adult Skills Surveys: Andragogical Issues in Linguistic Minority Communities
Author: Lurette, Donald
Date: 2014-02-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Adult Literacy,Andragogy,Language Minorities,French Canadians,Basic Skills,Educational Assessment,Tests,Vocational Education,Surveys,Native Language,Interviews,Measures (Individuals)

The author has been working in the literacy field with francophone adults in a minority setting and in a variety of capacities for twenty years, and considers himself a reflective and critical practitioner. He strives to understand the world of adult education and skills development based on his practical experiences and observations from the field. This text is written from that perspective, based on principles of andragogy. Using inductive and deductive processes, he proposes ideas and reflections on the concept of the evaluation of basic skills of adults living in linguistic minority communities in Canada. On the theoretical side, the author uses several key studies, including an analytical background paper written for The Centre for Literacy's 2013 Summer Institute by Jean-Pierre Jeantheau, Chargé de mission national of the French Agence nationale de lutte contre l'illettrisme, on the subject of linguistic minority groups and international literacy assessments. Three personal professional experiences have particularly influenced the author's point of view. He is currently engaged, albeit in a modest way, in the adaptation of an Anglophone assessment system called CAMERA (Communication Math Employment Readiness Assessment) in francophone contexts across Canada. He has also participated in creating the Ontario Adult Literacy Curriculum Framework (OALCF) in 2010-2011, and led, in 2007-2008, a project that experimented with and evaluated Test of Workplace Essential Skills (TOWES) and Prose, Document and Quantitative (PDQ) profile tests with francophone adults with lower literacy skills (levels 1 and 2) in vocational training. The conceptual frameworks of all these tools (OALCF, CAMERA, TOWES and PDQ) use, to various degrees, the same task-based methodology and levels of complexity as the Essential Skills framework developed by the Department of Human Resources and Skills Development Canada (HRSDC) and as international literacy surveys--the 1994 International Adult Literacy Survey (IALS), the 2003 International Adult Literacy and Skills Survey (IALSS), and the current Programme for the International Assessment of Adult Competencies (PIAAC). In this report, the author proposes that in order to grasp the limitations of such frameworks for official language minority communities, readers must look closely at the complex multilingual contexts in which these communities live. He concludes by offering recommendations for conducting international assessments and interpreting results in a way that takes into account the specific context of these communities. He also outline some topics for future research in this area.
Literacy, Museums and the Arts: An Annotated Bibliography
Author: Coman, Liz
Date: 2002-00-00
Type: Reference Materials - Bibliographies
Subjects: Annotated Bibliographies,Museums,Adult Learning,Art Education,Art Activities,Cooperation,Teaching Methods,Adult Education,School Community Relationship

The references and annotations in this bibliography all relate in some way to the topic of adult learning and education through the museum, and through the arts in general. While not all of the articles focus specifically on adult models or experiences, all pertain to either education in and through the museum, art education theory and practice, and/or successful models of collaboration. The majority of these references were produced in the 1990s, but coverage extends from 1976 to 2001. The references in this bibliography are grouped under three sections, and listed alphabetically by author/title within each section. Keywords drawn from the Canadian Literacy Thesaurus and, in some instances, the article itself, have also been assigned, and an index to these terms appears at the end of the document. [Additional work for this bibliography was completed by Claire Elliott and Sally Selvadurai. This document was produced for Literacy, Museums and the Arts: An Invitational Symposium, held in Montreal from April 4th to 7th, 2002.]
Accountability and the Public Trust: Restoring the Balance. An Annotated Bibliography
Author: Beaulieu, Paul
Date: 2006-00-00
Type: Reference Materials - Bibliographies
Subjects: Foreign Countries,Accountability,Trust (Psychology),Financial Support,Nonprofit Organizations,Adult Literacy,Adult Basic Education,Basic Skills,Educational History,Annotated Bibliographies

This bibliography was compiled for the 2006 Summer Institute at The Centre for Literacy-&quot;Accountability and Public Trust: Restoring the Balance.&quot; The selections include lectures, research studies, policy papers, and government documents that describe and analyze recent concepts of accountability in the context of government funding in the non-profit sector in several countries. They look at issues of assessment and accountability in the broad field of education and more narrowly in the fields of adult literacy and adult basic education. Each section has been arranged in chronological order to reflect the evolution of ideas over the past two decades. Although far from exhaustive, the selected entries offer a set of essential readings on the topic and a point of entry for further research. The references, from Canada and a number of other countries, including the United States, the United Kingdom, Australia, and New Zealand, show the experience of accountability in the different countries to be remarkably similar. Put together, the references and annotations also form a narrative. Research for this bibliography included thorough searches of: the National Adult Literacy Database (NALD); the National Institute for Literacy (NIFL); the Literacy Information and Communication System (LINCS) database; National Center for the Study of Adult Learning and Literacy (NCSALL); the Education Resources Information Center (ERIC); The Centre for Literacy resource collection; and the web sites of numerous national/international agencies with an acknowledged stake in literacy and lifelong learning. Further recommendations were contributed by participants at the Summer Institute. An Author/Editor Index and a Title Index are included.
Adult Basic Education: Impact of Policy on Practice. An Annotated Bibliography
Author: Elliott, Claire
Date: 2004-00-00
Type: Reference Materials - Bibliographies
Subjects: Foreign Countries,Adult Literacy,Adult Basic Education,Annotated Bibliographies,Educational Policy,Lifelong Learning,Web Sites

This bibliography was compiled for The Centre for Literacy's 2004 Summer Institute: &quot;Adult Basic Education: Impact of Policy on Practice: International Perspectives&quot;. The references and annotations point to relevant research studies, advocacy papers, and government documents that describe and discuss the role that policy plays in shaping program-level structures and practices in the adult literacy and basic education sector in Canada, and internationally. This list is not exhaustive, but represents a core set of essential readings on the topic and offers a solid starting point for more in-depth research. Research for this bibliography involved thorough searches of: The Centre for Literacy resource collection; the Education Resources Information Center (ERIC); the National Adult Literacy Database (NALD); the National Institute for Literacy (NIFL) &quot;LINCS&quot; database; and numerous national and provincial government and organizational web sites. All sources of information appear in the annotated list of web sites. Search terms included: adult basic education; adult education; adult literacy; educational policy; lifelong learning; literacy policy; policy formation. The annotations are abridged or edited versions of existing author or ERIC abstracts, though where no abstract was available, one was written. The original source of all annotations is identified in square brackets.
Uncharted Territory: Can Social Innovation Revitalize Literacy and Essential Skills Programs?
Author: MacLaughlin, John
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Innovation,Social Change,Social Problems,Literacy Education,Basic Skills,Social Influences,Financial Support,Educational Improvement,Public Sector,Private Sector,Cooperative Planning,Corporations,Social Responsibility,Entrepreneurship,Investment,Grants,Budgets,Telecommunications,Handheld Devices,Government Role,Business,College Role,Economic Development,Foreign Countries

The concept of social innovation has recently emerged as an influential approach to address intractable social problems. Increasingly discussed in academia and policy circles, the concept draws on multifaceted practices and ideas from many disciplines. Yet despite widespread discussion and promotion, there is still limited understanding of precisely what the concept means in practice. This paper serves as a primer on social innovation. It explores the different forms, drivers, and actors involved. It distinguishes among forms such as social entrepreneurship, social intrapreneurship, social enterprise, and various types of social finance such as social impact bonds, with examples. Finally, this paper challenges the Literacy and Essential Skills (LES) field to ready itself to engage in social innovation by posing some key questions about if and how social innovation could be used to improve LES service delivery and programming. The paper refers briefly to, but does not focus on, critiques that have been developed about specific forms of social finance. A glossary is included.
Math for Learning, Math for Life: An Annotated Bibliography
Author: Centre for Literacy of Quebec (Canada)
Date: 2002-00-00
Type: Reference Materials - Bibliographies
Subjects: Foreign Countries,Numeracy,Adults,Cognitive Ability,Measures (Individuals),Surveys,Program Evaluation,Teaching Methods,Adult Basic Education

This bibliography has been prepared in support of &quot;The Centre for Literacy's 2002 Summer Institute: Math for Learning, Math for Life.&quot; The references and annotations refer to research and resources specific to topics in adult numeracy teaching and learning. Keywords have been assigned and a keyword index prepared to help readers identify articles of interest and/or relevance.
Social Capital Outcomes of Adult Learning and Literacy Initiatives. How Do We Measure Them? Literature Review
Author: Salomon, Maria
Date: 2010-08-00
Type: Information Analyses
Subjects: Social Capital,Adult Learning,Adult Literacy,Literature Reviews,Human Capital,Workplace Literacy,Adult Programs,Outcomes of Education,Skills,Measurement,Knowledge Economy,Self Esteem

This literature review provides an overview of the main lines of discussion and enquiry around social capital and adult learning and literacy. It was written as a background paper for &quot;The Centre for Literacy&apos;s 2010 Summer Institute&quot; on workplace literacy and essential skills (LES). The Institute focus was &quot;what &apos;counts&apos; and why&quot;, an effort to better understand the outcomes of workplace LES initiatives and how to measure them. Initial research turned up considerable debate about human and social capital outcomes of learning and how these might relate to workplace education settings. Most of the literature on social capital in connection to adult learning and literacy has appeared in the last decade. This review surveys that literature summarizing findings and analyses from major studies. It describes and defines the concept and its growing importance, and focuses on the social capital outcomes of programs and their measurement. The review is divided into seven sections, plus concluding remarks, three appendices, and a bibliography. The appendices present: (1) The Key Elements of Social Capital and Related Indicators in the ABS Framework; (2) Dymock and Billet&apos;s Six Instruments; and (3) Some Recent Tools for Measuring Self-Confidence.
Adult Basic Education &amp; Literacy, Media and Technology. An Annotated Bibliography
Author: Elliott, Claire
Date: 2005-00-00
Type: Reference Materials - Bibliographies
Subjects: Adult Basic Education,Adult Literacy,Influence of Technology,Annotated Bibliographies,Web Sites,Lifelong Learning,Definitions,Adult Education,Access to Computers,Distance Education,Information Technology,Technology Integration,Technology Uses in Education,Foreign Countries,Mass Media

This bibliography was compiled for The Centre for Literacy's 2005 Summer Institute: &quot;Adult Basic Education &amp; Literacy, Media and Technology.&quot; The references and annotations point to relevant research, project, strategy and evaluation reports that describe and analyze the current and future influences of changing technologies on definitions of literacy, lifelong learning policy, and program-level practice in Canada and internationally. This list is far from exhaustive, but represents a core set of readings on the topic and offers a solid starting point for more in-depth research. Research for this bibliography involved thorough searches of: the Education Resources Information Center (ERIC); the National Adult Literacy Database (NALD); the National Institute for Literacy (NIFL) &quot;LINCS&quot; database; the UNESCO Institute for Education Documentation Centre; The Centre for Literacy resource collection; and the web sites of numerous national/international agencies with a clear stake in literacy and lifelong learning. Further reference recommendations were contributed by members of the AlphaPlus Centre in Toronto. Search words used across platforms included: adult education; access to computers; adult literacy; computer assisted instruction; computer assisted learning; computer literacy; computer uses in education; distance education; educational technology; information skills, information technology; mass media; outreach programs; technology education; technology integration; technology uses in education.
Literacy and ICT: A Discussion Paper. Working Papers on Literacy No. 4
Author: Abbott, Chris
Date: 1998-05-00
Type: Opinion Papers
Subjects: Literacy,Information Technology,Elementary Secondary Education,Computer Uses in Education,Special Education,Numeracy,Reading,Writing (Composition),Spelling,Cooperation,Speech,Integrated Learning Systems,Educational Trends,Futures (of Society),Computer Literacy,Foreign Countries

This is the fourth paper published by The Centre for Literacy in its Working Papers in Literacy series, which present new perspectives on literacy-related issues relevant to researchers, to practitioners, and to policy-makers. This paper was written in 1998 as an advisory document to the UK Qualifications and Curriculum Agency (QCA) which manages all aspects of the National Curriculum for schools and for vocational training. In this paper, the author has touched on some of the major issues relating to information and communications technology (ICT) and literacy which have until now been treated as separate subjects. He argues for a convergence of the two and recommends that government agencies coordinate their visions instead of sending contradictory messages to teachers and students. His focus was the first three key stages of the literacy strategy, touching ages 5-14, but the concerns he raises are familiar to anyone working in adult basic skills as well and are relevant beyond the UK. A glossary of acronyms and terms used is included.
Community Responses to School Reform in Chicago: Opportunities for Local Stakeholder Engagement. A Report by Public Agenda for the Joyce Foundation
Author: Public Agenda
Date: 2012-00-00
Type: Reports - Research
Subjects: Educational Change,Stakeholders,Parents,Public School Teachers,Community Leaders,Parent Attitudes,Teacher Attitudes,School Turnaround,Interviews,Focus Groups,Neighborhoods,Trust (Psychology),Educational Quality,Accountability,Parent Participation,Interpersonal Relationship,Principals

This is a report on how community stakeholders, including parents, teachers, community leaders and advocates, think about current efforts by Chicago Public Schools (CPS) to &quot;turn around&quot; Chicago's lowest-performing schools, and their expectations for future school reform actions. It was prepared by Public Agenda, with support from the Joyce Foundation. Insights for this study were collected through two focus groups of parents, one focus group of public school teachers, and interviews with sixteen thought leaders with first-hand experience in school reform in Chicago. Parents and teachers were recruited to represent several neighborhoods in Chicago's south and west sides--those neighborhoods that have been affected most profoundly by recent school reform. Details of the methodology and the sample are summarized in the Appendix. This work builds on Public Agenda's recently published nation-wide study on community responses to school reform (&quot;What's Trust Got to Do With It?&quot; Public Agenda, 2011). Though the scope of this study is significantly smaller and designed to highlight Chicago-specific points of view, its conclusions are generally consistent with the findings of the national study. The report's recommendations build upon Public Agenda's wealth of experience in public engagement around education reform (in both the K-12 and higher education spheres). Based on interviews and focus groups, five tensions that might characterize the state of school reform actions in Chicago have been identified. They are: (1) A Legacy of Distrust; (2) The Limited Impact of Information; (3) Differing Perspectives on School Quality; (4) Accountability for Whom? and (5) Differing Definitions of Parent Engagement. The recommendations (pp. 16-21) focus on engagement strategies that could help resolve these tensions over time.
Not yet Sold: What Employers and Community College Students Think about Online Education. A Taking Stock Report from Public Agenda
Author: Public Agenda
Date: 2013-09-00
Type: Reports - Research
Subjects: Employer Attitudes,Two Year College Students,Student Attitudes,Online Courses,Distance Education,Job Applicants,Academic Degrees,Program Effectiveness,Surveys,Educational Quality,Study Habits,Conventional Instruction,Difficulty Level

New survey data from employers and community college students raise important questions about the state of online education today. Both groups remain skeptical about the value of this fast-spreading mode of learning. Important findings from this research include the following:(1) Most employers would prefer a job applicant with a traditional degree from an average school over one with an online degree from a top university. (2) Most community college students agree online classes require more discipline from students, but they are split on whether they teach students the same or less than in-person classes. (3) Many community college students who take online classes wish they could take fewer than they currently do. These survey findings suggest many employers and community college students are not yet convinced of the value of online education.
Profiting Higher Education? What Students, Alumni and Employers Think about For-Profit Colleges. A Research Report by Public Agenda
Author: Hagelskamp, Carolin
Date: 2014-02-00
Type: Reports - Research
Subjects: Student Attitudes,Alumni,Proprietary Schools,Employer Attitudes,Job Applicants,Educational Quality,Undergraduate Students,College Choice,Adult Students,Expectation,Student Needs,Costs,Outcomes of Education,Public Colleges,Surveys,Human Resources,College Graduates,Interviews,College Applicants,Statistical Analysis,Student Characteristics

How do students and alumni of for-profit colleges feel about their schools and the value of their education? Do they have distinct expectations, priorities, and needs compared with students who choose to study at not-for-profit institutions? Are prospective students effectively weighing their options before deciding to enroll at for-profit schools? For employers, how do for-profit colleges compare with not-for-profit institutions as a source for job applicants? These are the sorts of questions this research attempts to answer. It was prompted by the increasing prevalence of for-profit colleges in the higher education sector and debates over the value of these schools. Largely missing from the discussion so far have been the perspectives of for-profit students themselves, and those of employers who might hire them. This study gives voice to these central stakeholders. The main findings are: (1) For-profit undergraduates are not comparative shoppers. Most considered only one school before enrolling. (2) Adult prospective students who are considering for-profit colleges have some distinct expectations, priorities, and needs. (3) For-profit undergraduates and alumni laud their schools on key quality indicators, but many worry about the cost--and ultimate value--of their education. (4) Either employers are neutral on whether for-profit or public colleges provide a higher-quality education, or they give an edge to public institutions. A bibliography is included.
Random Access: The Latino Student Experience with Prior Learning Assessment. Executive Summary
Author: Klein-Collins, Rebecca
Date: 2014-10-00
Type: Reports - Research
Subjects: Hispanic American Students,Prior Learning,Experiential Learning,Adult Students,College Credits,Learning Experience,Student Records,Interviews,Student Attitudes,Administrator Attitudes,Institutional Role,Outreach Programs,Student Evaluation,Time to Degree,Costs,Access to Education,Marketing,Acceleration (Education)

Many Latinos come to higher education as adults. One degree completion strategy that is particularly suited to adult students in higher education is prior learning assessment (PLA). PLA provides opportunities to evaluate a student&apos;s learning from work or life experience for the purpose of awarding college credit. For students whose experiential learning is demonstrably at the college level, PLA saves students time and money on their pathway to a degree. This report presents the findings from a new study by the Council for Adult and Experiential Learning (CAEL), in partnership with Excelencia in Education, that examines the experience of Latino students with PLA at 10 postsecondary institutions in the U.S. between 2010 and 2013. Through analysis of more than 32,000 student academic records, as well as interviews with Latino students and PLA administrators, the study examines how Latino students engage with PLA in terms of methods used, number of credits earned, and areas of study for which credits are earned. It also investigates the role that institutions play in encouraging Latino students to take advantage of PLA. The study&apos;s findings suggest specific strategies for more effective outreach to Latino students, as well as other important target populations, on PLA. [This report was written with Deborah Santiago. To view the full report, &quot;Random Access: The Latino Student Experience with Prior Learning Assessment,&quot;see ED547413 ]