Affective Aspects of Adult Literacy Programs: A Look at the Types of Support Systems, Teacher Behavior and Materials That Characterize Effective Literacy Programs.

Autor/inn/en	Phillips, Kathleen J.; und weitere
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.; Network of Innovative Schools, Inc., Andover, MA.
Titel	Affective Aspects of Adult Literacy Programs: A Look at the Types of Support Systems, Teacher Behavior and Materials That Characterize Effective Literacy Programs.
Quelle	(1985), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Literacy; Adult Reading Programs; Ancillary School Services; Counseling Services; Day Care; Educational Assessment; Individual Development; Instructional Materials; Program Effectiveness; Social Support Groups; Teacher Attitudes; Teacher Behavior + Suchen Sie Ihr Suchwort? Tagespflege; Education; assessment; Bewertungssystem; Individuelle Entwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Social support; Soziale Unterstützung; Lehrerverhalten; Teacher behaviour
Abstract	To determine the effect of attention to affective needs on the success of adult literacy programs, researchers analyzed data from 400 programs nominated by advisors to the National Adult Literacy Project (NALP), and selected a sample of 15 for the field research. The sample programs included three military, three prison, three English as a second language, two job skills centers, one library, and one community based. At each site, program administrators, teachers, counselors, and students participated in formal and informal interviews, and program materials were reviewed to gather information on (1) counseling for academic and vocational, human development, and empowerment purposes, as well as peer support and ancillary support systems (e.g., child care); (2) staff composition and teacher attitudes and behavior; and (3) types of materials and their appropriateness for student needs, concerns, learning styles, and contexts. In general, it was found that teachers carry the main burden of counseling and other support; peer support is an important need of adult learners; ancillary supports reflect a program's values; assessment of human development and empowerment gains is difficult; and the teacher's attitude of respect for the learner's background and experience is crucial to program effectiveness. (SK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01