Davis Janelle & Searle Jean (2002). Seeding Literacy: Adult Educators Research Their Practice. Melbourne : Adult Literacy and Numeracy Australian Research Consortium. En ligne : <http://www.eric.ed.gov/ ... CServlet?accno=ED458375>.
Added by: Marie Gaussel (11 Feb 2011 15:22:52 Europe/Paris) Last edited by: Marie Gaussel (11 Feb 2011 15:23:28 Europe/Paris)
|Resource type: Report/Documentation
BibTeX citation key: Davis2002a
Subcategories: Pratiques enseignantes, Pratiques enseignantes
Keywords: formation des adultes, pratique pĂ©dagogique
Creators: Davis, Searle
Publisher: Adult Literacy and Numeracy Australian Research Consortium (Melbourne)
Views index: 20%
Popularity index: 5%
|URLs http://www.eric.ed ... let?accno=ED458375|
A brief narrative description of the journal article, document, or resource. This publication presents five reports that represent research conducted by adult educators. "Supporting Adult Educators in Researching Their Practice" (Janelle Davis, Jean Searle) presents results of four action research projects related to developing literacies for disadvantaged groups or groups with special needs. "Towards Mutual Benefits: Integrating and Mentoring Volunteer Tutors into the Everyday Workings of Special Needs Literacy Classes" (David Horton, Marian Horton) reports a study that identified the need for an adapted program/course for these volunteers and program/course content. "Evaluation Report of the Community Literacy Voluntary Tutor Training Program for Youth Workers" (Marya McDonald) reports participants were satisfied but their approach in youth field work was to "fix" clients' short term problems, offering no longer term recognition that the young people needed to access training or programs that would improve their overall literacy/numeracy skill levels. "Preparing Students To Study by Flexible Delivery in the Certificate in Adult General Education (CAGE)" (Luaine Hawkins) reports that while the majority of learners in CAGE say they like to study by flexible delivery, they lack the self-directedness to take advantage of it, and pre-course screening for flexible learning readiness, a preparatory course that targets learning skills necessary for flexible learning, and support during CAGE are required. "Small Action Research Project on English as a Second Language (ESL) Literacy and Pre-Linguistic African Women Refugees" (Jenny Trevino, Jennifer Davids) finds that a language experience approach should underpin the teaching strategies used; the teacher should focus on childhood, familial, cultural, or ceremonial experiences; and sharing these memories could help women's traditional centrality in the family.
Added by: Marie Gaussel Last edited by: Marie Gaussel