Literaturnachweis - Detailanzeige
| Autor/inn/en | McGuirk, Jenny; Wickert, Rosie |
|---|---|
| Institution | Technology Univ., Sydney (Australia). Centre for Language and Literacy. |
| Titel | "Worth the While": A Case Study of Adult Literacy Development. Research Report No. 3. |
| Quelle | (1997), (94 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 1-86365-268-X |
| Schlagwörter | Adult Basic Education; Adult Literacy; Case Studies; Classroom Techniques; Educational Objectives; Foreign Countries; Literacy Education; Outcomes of Education; Program Effectiveness; Student Attitudes; Teacher Attitudes; Australia |
| Abstract | Australia's Certificate in Adult Basic Education (CABE) curriculum was examined through a case study of a CABE English class of nine students that was held in an outer Sydney Technical and Further Education college. Data were collected through the following activities: (1) semistructured interviews with the teacher and three students; (2) review of the teacher's planning notes and handouts and student writing; and (3) two 3-hour classroom observations conducted during weeks 5 and 12 of the 18-week course (English 1). The teacher had 18 years of experience teaching high school and had been a full-time adult basic education teacher for 6 years. The students were a 40-year-old female, 21-year-old male, and 36-year-old female. The literacy being constructed by the teacher in the study classroom was a performative, functional literacy that was concerned with individual students' personal growth and placed strong emphasis on building self-esteem and developing self-confidence. A variety of texts were being used in class, including the following: writing opinions, descriptions, and book reviews; reading newspapers and books; doing crossword and other puzzles; and giving a talk. There was some evidence of student literacy practice outside the classroom. The students saw themselves, often for the first time, as successful learners. The teacher viewed herself as a facilitator, and the students saw themselves as successful learners on pathways to further courses or jobs. Numerous student writing samples are included. Appended are the following: chronological summary of data, transcripts from two observation, and table detailing four reader/writer roles.) (Contains 38 references.) (MN) |
| Anmerkungen | Centre for Language and Literacy, Faculty of Education, University of Technology, Sydney, P.O. Box123, Broadway, NSW 2007, Australia. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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