In this article, using the context of a secondary literacy course, the author argues that personal experiences, praxis-based reflective opportunities, and pedagogically-minded assessments are important in shaping an emergent professional identity that effectively integrates literate practices with content instruction. This article examines…

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…

The purpose of this evaluation was to determine the effectiveness of an online reading teacher and literacy instructor training program. A mixed-method research design was used in conjunction with the improvement-focused model of program evaluation to help the researcher identify strengths and weaknesses of the program. Overall, data showed the…

Education reform has been on a new path over the last 15 years; a path that leads to more accountability, more choice for students and parents, highly qualified teachers, as well as, best practices in instruction. In an effort to move along the path of reform and as a result of previous reform, the 2004 reauthorization of IDEA reviewed the field…

The purpose of this paper is to reflect on current and past literature as it relates to family literacy. Reviews that related to models of literacy programming that include a library instruction component were considered as part of this review. Overall, researchers perceived that there are transformative long term benefits for the participating…

Middle and high school teachers across academic disciplines face increased pressure to address the Common Core State Standards (CCSS) for English language arts and for literacy in history/social studies, science, and technical subjects. This means that the responsibility of preparing students to read, write, talk, and think critically about…

This booklet, which is intended as a support to the delivery of professional development of Australian literacy educators on critical literacy, presents a seven-step systematic model of all contexts through which a text may be constructed and studied. The first two sections discuss the model's use as a comprehensive framework for future teaching,…

The International Seminar on Functional Illiteracy and Professional Incompetence as Risk Factors of Modern Civilization and the Role of Adult Continuing Education in Overcoming Them examined the modern problem and definition of illiteracy, the causes of professional illiteracy, measures to eliminate the causes, and recommendations for further…

The Pennsylvania Adult Literacy Practitioner Inquiry Network (PALPIN) was developed to improve the practice of adult literacy teachers, tutors, and program administrators throughout Pennsylvania. The project to develop PALPIN was initiated in 1995-1996. The primary objectives for the PALPIN project's third program year were as follows: adapt and…

A panel of state staff, Professional Development Center directors, and other experts reviewed current or previous exemplary projects in Pennsylvania and in the U.S. and published project descriptions in a newsletter ("FOCUS" bulletin). Twenty-two special projects were selected as exemplary based on a five-point scale for innovation,…

Suggests several areas in Australian adult education and training where a competency-based educational model would have application. Areas include the professional development of staff in educational institutions and industrial training establishments, training of educational administrators, vocational training of college students, and the…

Most teachers of English as a Second Language (ESL) face a number of challenges: large and heterogeneous classes, specialized student needs, and poor funding and employment continuity. Many work part time, often in more than one program and serving simultaneously as administrator and teacher. While most have college degrees, their training is…

In the past few years many states in the U.S. have moved toward full implementation of the federal No Child Left Behind (NCLB) act. In doing so, schools have adopted "research-based" early reading models to implement Reading First, a salient component of NCLB. Through structured observations and interviews, the study team examined the…

Poor preparation of adult literacy educators is often blamed for the failure of adult literacy students. Four critical issues related to developing the adult literacy professional work force are as follows: how literacy is learned in adulthood; how practitioners learn and improve their practice; how new knowledge is generated in and for the field;…

Inquiry-based staff development is a promising direction for rethinking practice and research and for generating knowledge from a field-based perspective for adult literacy. Rethinking staff development entails investigating a number of current assumptions: the nature and function of literacy learning in adulthood; adult literacy practitioners as…