Literaturnachweis - Detailanzeige
Autor/inn/en | Kegan, Robert; Broderick, Maria; Drago-Severson, Eleanor; Helsing, Deborah; Popp, Nancy; Portnow, Kathryn |
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Institution | National Center for the Study of Adult Learning and Literacy, Boston, MA. |
Titel | Towards a New Pluralism in ABE/ESOL Programs: Teaching to Multiple "Cultures of Mind." NCSALL Research Brief. |
Quelle | (2002), (4 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Acculturation; Adult Development; Adult Education; Adult Learning; Adult Literacy; Adult Programs; Adult Students; Change; Cognitive Style; Cultural Context; Diversity (Student); Educational Research; English (Second Language); Family Literacy; Group Dynamics; Inplant Programs; Learning Processes; Literacy Education; Role; Second Language Instruction; Student Attitudes; Transformative Learning; Two Year Colleges Akkulturation; Erwachsenwerden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Wandel; Cognitive styles; Kognitiver Stil; Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Gruppendynamik; Betriebliche Weiterbildung; Learning process; Lernprozess; Rollen; Fremdsprachenunterricht; Schülerverhalten; Pädagogische Transformation |
Abstract | A study explored how adults perceived program learning; whether program learning helped them enact a particular social role; and whether they changed while participating in the program. For a year or more, researchers studied experiences of learning and change of 41 adult learners enrolled in three programs--at a community college, family literacy site, and workplace--intended to enhance English language fluency, content knowledge, and effectiveness in roles as students, parents, or workers. The research approach used a constructive-developmental perspective. Findings indicated adults changed in at least these three important ways: informative, transformative, and acculturation; cohorts were important to supporting and challenging adult learners; differences in complexity of meaning systems were not highly associated with level of formal education; and development level shaped adult learners' choices, preferences, and experience of program learning. Implications were that teachers and program developers should be prepared to engage developmentally diverse learners; awareness of meaning systems can inform teachers' expectations of learners; teachers should use a range of pedagogical approaches to collaboration; program designs should bring learning groups together at the same time, preserve the group's continuity, and have a common goal; and research regarding adult basic education teachers' ways of knowing would be beneficial. (YLB) |
Anmerkungen | For full text: http://ncsall.gse.harvard.edu/research/brief19.pdf. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |