The study focuses on the language learning experiences of adult migrants from refugee backgrounds with limited educational experiences before migration. This group is often referred to as LESLLA learners; LESLLA is an acronym for Literacy Education and Second Language Learning for Adults. The study used Constructivist Grounded Theory (CGT) -- a…

This article reviews teacher professional development norms as they are shifting toward collaborative practice. It is posed that passive and individual practices are inadequate to prepare teachers to integrate the academic skills that learners need for both workforce and college readiness. Promising practices in professional development are…

The purpose of the study was to examine whether teaching via Knowles' andragogical method was associated with English Second Language student performance. The study involved examining the effects of learning strategies on performance of English Second Language adult student learners in adult basic education classes through the application of…

Adult Basic Education (ABE) and the General Equivalency Diploma (GED) programs serve those students who, for whatever reason, have left the educational system without attaining a regular high school diploma. Because of the manner in which they may have left the school system, many have negative emotions and personal agency beliefs hindering their…

This study investigated the relationship of learning strategy preference to personality type. Learning strategy preference was identified with the "A"ssessing "T"he "L"earning Strategies of "A"dult"S" (ATLAS), and personality type was measured with the Myers-Briggs Type Indicator (MBTI). The…

As professional developers for the Adult Basic Literacy Education (ABLE) system in Ohio, the authors have focused their efforts over the last several years on more actively engaging adult basic education teachers as learners in the professional development they offer. By creating activities that engage teachers in active learning with their adult…

Self-directed learning has contributed significantly to adult learners' personal and professional growth. Approximately 70% of adult learning is through a self-directed learning context (Heimstra, 2008). This quantitative correlational study involved an attempt to determine the nature of the relationship between situational, dispositional, and…

When people are ill, they want to know what is happening to them and how they can get better. Current health policies support patients' access to health information and encourage them to take part in decisions regarding their health. But little is known about how patients learn and the difficulties they may encounter in the process. This paper…

The volume addresses the ways that the field of adult basic education has already been impacted by changes in technology and what needs to happen for learners and teachers to take full advantage of newly developing resources. The analysis is organized around three main themes: Learning, Teaching, and Organizing. Each section reviews relevant…

Ms. K. has attended ABE (Adult Basic Education) classes for almost one year and has had significant difficulty in making progress in reading. She has passed some of the GED tests, but has struggled with others due to having insufficient time to complete them. She currently works as a teacher's aide in a daycare center. Her goal is to pass the GED…

Interviews with 15 students identified learning and coping strategies for learning-disabled adult basic education students. A variety of learning strategies for dealing with reading, spelling, and life-skill tasks were uncovered. Learners were found to be contributing members of their social networks. (Author/JOW)

A shared document-based annotation tool was presented, and its usefulness in two different real-life web-based university-level courses (adult learners, n = 27 and adolescent learners, n = 23) was empirically investigated. The study design embodied three data collection phases: (1) a pretest measuring self-rated motivation, learning strategies,…

These four newsletters focus on issues related to adult basic education and the challenges faced when teaching adult learners. The first issue introduces the LDA (Learning Disabilities Association) Learning Center, a private, nonprofit agency intended to maximize the potential of all people with learning disabilities or related learning…

This handbook was designed for educators of adults at varied levels with varying needs. The techniques discussed in the guide can be used in groups, pairs, or individually. The booklet contains two sections: (1) a brief review of different learning styles and the types of activities that work well for each, including visual, auditory,…

The Literacy Project for Adults with Learning Disabilities addressed a perceived and documented need for more effective interventions for use by adult literacy tutors when working with clients with learning disabilities. It provided training and technical assistance for tutors, adult basic education/General Educational Development program…