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Relevant bibliographies by topics / Basic writing (Remedial education) Adult education

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Academic literature on the topic 'Basic writing (Remedial education) Adult education'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Basic writing (Remedial education) Adult education"

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Anderson, Carl Edlund, and Liliana Cuesta-Medina. "Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees." Íkala 24, no. 1 (January 24, 2019): 29–49. http://dx.doi.org/10.17533/udea.ikala.v24n01a01.

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This paper reports on the initial stages of a larger study on plurilingual rhetorical communicative competences. Experiential evidence indicated a mismatch between the academic writing competences desired from and those displayed by the participants—adult bilingual (L1 Spanish, L+ English) English-language teacher trainees in a postgraduate program at Colombian university. We examined participants’ beliefs and practices concerning academic writing to identify the sources of their challenges and develop the evidential basis for identifying appropriate remedial strategies. This was a mixed methods study, in which we analyzed data from semi-structured interviews, questionnaires, and student artifacts through the grounded theory approach and descriptive statistics. The results suggest that participants’ challenges with rhetorical aspects of academic writing stem from a lack of training. However, participants were relatively successful with aspects of writing in which they had been trained: discrete language skills and purely descriptive prose. We conclude their academic writing difficulties are fundamentally non-linguistic and hypothesize they would face similar academic writing challenges even if writing in their L1. There is an urgent need to address these challenges, not only because rhetorical competences are increasingly important in a knowledge-driven society but also because teachers need to be able to train their own students in such competences.

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Porras-Hernández, Laura Helena, and Bertha Salinas-Amescua. "Nonparticipation in Adult Education." Adult Education Quarterly 62, no. 4 (June 28, 2011): 311–31. http://dx.doi.org/10.1177/0741713611406980.

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In this article, the authors propose that dispositional factors do not sufficiently explain nonparticipation in adult education programs. Many nations report low participation rates, but empirical studies have usually been conducted with enrolled adults. This study, however, included 279 poorly educated mestizas and Native women in two regions of Mexico who were not participating in institutional programs; a mixed quantitative–qualitative methodology was used. The study focused on self-perceptions and beliefs, assuming that values for these variables would be low acting as dispositional barriers to participation; however, this hypothesis was not confirmed. On the contrary, high levels of self-concept, self-efficacy, and a belief that women are intelligent demonstrated that these women have a very positive self-image. Discussion points to sociocultural categories as an alternative explanation to why rural women harbor positive self-perceptions and why remedial basic adult education is not relevant to their social sphere.

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Vann, Roberta J., Joyce Scane, Anne Marie Guy, and Lauren Wenstrom. "Think, Write, Share: Process Writing for Adult ESL and Basic Education Students." Modern Language Journal 77, no. 1 (1993): 105. http://dx.doi.org/10.2307/329582.

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Hayes, Elisabeth R., and Thomas Valentine. "The Functional Literacy Needs of Low-Literate Adult Basic Education Students." Adult Education Quarterly 40, no. 1 (September 1989): 1–14. http://dx.doi.org/10.1177/074171368904000101.

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This study sought to determine the self-perceived, functional literacy needs of low-literate Adult Basic Education students. A questionnaire was constructed to allow learners to rate the extent to which they felt they needed to learn 20 functional tasks; data were collected from 160 learners functioning at or below the sixth-grade level, as measured by standardized reading tests. Results of a factor analysis suggest that these functional tasks can be conceived of as three broad categories: everyday reading and writing tasks, math and measurement tasks, and special literacy tasks. Through cluster analysis, distinct subgroups of learners were identified based on their comparative needs to learn these categories of tasks. Analysis of follow-up data further revealed that existing programs are less effective than they could be at helping learners meet their self-perceived literacy needs.

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Tosuncuoğlu, Irfan. "Forming a Well Organized Writing Activities." Journal of Education and Training Studies 6, no. 6 (May 3, 2018): 122. http://dx.doi.org/10.11114/jets.v6i6.3111.

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English has been widely spoken in the world and seen as the language of education, communication, economics and etc., for a long time and it can be accepted as lingua franca. Knowledge of a language includes four basic language skills, these are listening, reading, speaking, and writing. In this study writing was investigated in detail and it was mentioned why writing was difficult and importance of writing was explained. This study was produced from the author’s doctoral dissertation. It was seen that students’ ability to write in a well- organized manner was insufficient. So, in the study, the main components for a well-organized composition that is outlining, coherence, unity were explained. In addition remedial exercises for developing writing skills were indicated in order to develop students’ writing skills. In the research, controlled pre, post-test Experimental Design was used. During the pedagogical experiment the teacher- experimentator himself carried out all the studies in control and experimental groups during the process of the experiment. Furthermore it was stressed that materials and teachers skills were important for the development of the students in the related topic.

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Terenko, Olena. "Organizational and content aspects of providers of adult education functioning in the USA and Canada." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 111–15. http://dx.doi.org/10.28925/1609-8595.2018.3-4.111115.

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The article deals organizational and content aspects of providers of adult education functioning in the USA and Canada. Comparative analysis of understanding of concept «content of education» by Ukrainian and foreign scientists is conducted. Content of education is experience, which is acquired by personality and becomes subjective. Peculiarities of concept «curriculum» are analyzed. In Ukrainian pedagogics content of education is viewed a system of knowledge, practical skills and ways of activity, experience of creative work, outlook, moral and aesthetic ideas. Specifics of Canadian and American centers of education functioning is analyzed. Every state in the USA and every province in Canada have center of adult education and center of knowledge spreading. Interconnection between centers of adult education and centers of knowledge spreading is traced. Centers of adult education are aimed at creating conditions for personal and professional development of every man. Functions of adult centers of education are singled out. The main functions are the following: monitoring and analysis of adults’ educational needs. Differences between programs of general education and programs of professional training and career development are traced. Five blocks of programs of corporate education are analyzed. Programs of general education are aimed at acquisition of knowledge that was not obtained at school in reading, counting and writing. Programs for professional development of adults are aimed at workforce training, development of small business, increasing opportunities for skills development, integration of practical skills and theoretical knowledge at workplace, training of adults for changes in their career. Peculiarities of programs for professional and career development are practical orientation, personalization, openness, binary adaptation. Key components of programs of corporate learning are the following: development of basic skills and knowledge, training of managers and administrative personnel, investigation of science and technologies, selling of commodities and work with clients, general education. Basic skills presuppose not only reading, writing and counting, but also knowledge of sciences, skills of reading, writing and critical thinking. Second block is aimed at training of managers and administrative personnel. The third block is aimed at learning science and technologies, which is rather important in conditions of information society. The fourth block is aimed at teaching how to work with clients in coordination with technical and management education. The fifth block presupposes personal and professional development of workers.

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Lima, Sandra Costa, José Araújo Amaral, and Samuel De Carvalho Lima. "Uma proposta de ensino interdisciplinar: a resenha de obras audiovisuais sobre o tema Ecologia e Problemas Ambientais." Revista Principia - Divulgação Científica e Tecnológica do IFPB 1, no. 47 (December 26, 2019): 48. http://dx.doi.org/10.18265/1517-03062015v1n47p48-55.

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This article aims to present an interdisciplinary teaching proposal of the textual genre review to be developed in the subject of Biology in the vocational technical courses of the National Program for the Integration of Vocational Education with Basic Education in Youth and Adult Education (PROEJA). The theoretical-methodological bases dialogue with Portuguese and Science teaching guidelines in Youth and Adult Education in a qualitative and exploratory research. The analysis of the Pedagogical Course Project (PPC), the curriculum and the syllabus programs lead to the design of a complementary teaching proposal to the subject of Biology with reading and writing activities of the review of videos about ecology and environmental problems, assisting students’ training in professional and technological education. We can conclude that the textual genre review should be the object of explicit teaching-learning, for, in addition to summarizing contents of the science subjects, it also promotes critical reflection and the practice of writing.

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Paper, Li Chuang. "An ESL Motivations Assessment for a Community-Based ESL Program." TESL Canada Journal 7, no. 2 (June 26, 1990): 31. http://dx.doi.org/10.18806/tesl.v7i2.567.

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This paper concerns an ESL motivations assessment of adult Chinese learners at Chinese Information and Community Services (CICS). 512 ESL learners participated in the survey. The findings of the survey are as follows: (I) The motives of adult Chinese immigrants attending ESL classes include linguistic needs, basic skills, cultural awareness, social interaction, and writing resumes. (2) There are no significant differences in perceived motivations according to age, education level, and length of stay in Canada; however, there are slight differences among a few indicators. (3) The implications to ESL teaching are that a) teaching objectives at the CICS of Metropolitan Toronto should include both the teaching of English and Canadian culture; b) the teaching of English should focus on language needed for conducting everyday life and social interaction; c) all four language skills (speaking, listening, reading, and writing) should be taught at the same time with more emphasis on the first three skills; d) pronunciation and vocabulary teaching is also necessary.

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Ivanovic, Maja. "Syntactic features of written discourse at early primary school age - a longitudinal approach." Zbornik Instituta za pedagoska istrazivanja 48, no. 1 (2016): 87–105. http://dx.doi.org/10.2298/zipi1601087i.

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By the acquisition of written language form during the first years of schooling, the child starts to move away from the elementary structures by including new, more complex constructions into the existing base. The aim of this paper is to study the ability of producing different clause types in the texts of first- and fourth-grade primary school students, i.e. to study the existing differences in the syntactic structures of texts between the older and younger students. The initial research as well as the repeated measuring after three years included forty-two students of one primary school from Belgrade. Since in both the first and the second cycle of the study each child composed three texts, the corpus consisted of 252 texts. The analysis of the obtained material was performed using the SPSS software package. The results provide an insight into the average length of texts and sentences produced by first-grade and fourth-grade students. The longer the duration of schooling, the lower the number of simple clauses (both basic and extended), as well as coordinate clauses, while the number of constructions with subordinate clauses is increasing. This finding confirms the fact that early primary school age children are expanding their syntactic competence, i.e. that their later language development continues in the school period. This can be helpful for teachers in the process of literacy acquisition and in developing the strategies that facilitate reaching the higher levels of competence in written discourse and evolving of children?s syntax towards the writing patterns of adult speakers.

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Marchenko, N., and O. Subina. "DEVELOPMENT OF CREATIVE PERSONAL ABILITIES IN CONTINUOUS EDUCATION." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 2 (42) (2019): 42–46. http://dx.doi.org/10.17721/1728-2217.2019.0.42-46.

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The article describes the basic principles of continuing education, which consist in the systematic combination of self-education, optimaldistribution of time, human-centrism, creativity, self-reflection. The main attention is paid to the analysis of the constituent elements of the creative personality of adults. The authors analyze the factors and methods of developing creative potential in the context of continuing education. The reason for the creation of creativity is the contradiction between what is already known (stereotype) and the generation of original ideas for solving the problem. It is revealed that the driving force of personality development is to a greater extent external and internal motivation. Self-motivation is connected with acquiring information in the framework of personal interests, a sense of satisfaction from the results of successful operation of new knowledge, career growth, value in the labour market, socialization of personality. The exploration also outlines the possible structure of the creative personality of an adult student, which, according to the authors, includes the cognitive and motivational component, as well as the personal qualities of the person. Conditions and means of development of personality's creative abilities within the framework of formal and nonformal education are analyzed. It is argued that in this perspective a significant influence on the student has an environment in which the acquisition of new knowledge and their use, as well as active and non-standard methods used by the teacher during the full-time or distance learning process. It is revealed that problematic learning contributes to the dynamics of creative thinking of the individual, versatile analysis of the situation and creative problem solving, the ability to discuss and adopt other constructive ideas. The article also states that one of the ways to develop the creative abilities of adults is to develop their own projects, business plans, writing articles that reveal work experience, theoretical and practical provisions of the next developments.

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Dissertations / Theses on the topic "Basic writing (Remedial education) Adult education"

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Burke, Karen Mahovich. "English remediation as a predictor of student success in an undergraduate adult program." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/KBurke2007.pdf.

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Olson, Wendy. "Toward a political economy of basic writing." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Summer2006/M%5FOlson%5F053006.pdf.

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Darabi, Rachelle L. "Basic writers and learning communities." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285086.

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Pine, Nancy F. "Authorizing community outreach an ethnography of a service-learning basic writing class /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181151635.

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Wulfhorst, Carolyn Chapman. "A constructivist humanistic approach to basic writing instruction with underprepared adult learners using the portfolio process /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864986611588.

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Hollis-Turner, Shairn Lorena. "Higher education business writing practices in office management and technology programmes and in related workplaces." Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1072&context=td_cput.

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Tuberville, Brenda Gail. "Inside/out(sourced) the problematic nature of teaching basic writing at the community college /." Fort Worth, Tex. : Texas Christian University, 2007. http://etd.tcu.edu/etdfiles/available/etd-05012007-160103/unrestricted/tuberville.pdf.

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McLendon, Nancy Carolyn Gregory Murray Bruce A. "The effects of teaching critical thinking and reading comprehension strategies on the writing of developmental English students in a community college." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Curriculum_and_Teaching/Dissertation/Mclendon_Nancy_48.pdf.

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Ferguson, Prince Michael. "Exploring visual learning in the basic writing classroom." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2395.

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For many students in basic writing classrooms the language of writing assignments, essay prompts and required reading is especially difficult. Therefore, some teachers are using approaches other than logical or linguistic methods to assist these students. This thesis details some of the methods teachers and researchers are using. Most significant is a case study that explores the use of visuals in a basic writing classroom. The results of the case study and a survey instrument suggest that there is a niche for alternative methods and the use of visuals in the basic writing classroom.

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Kelly, Brenda Kane. "In search of pedagogy a phenomenological and hermeneutic approach to basic writing /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000039.

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Books on the topic "Basic writing (Remedial education) Adult education"

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National Institute for Literacy (U.S.), National Institute of Child Health and Human Development (U.S.), United States. Dept. of Education., and United States. Dept. of Health and Human Services., eds. Research-based principles for adult basic education reading instruction. [Washington, D.C.]: National Institute for Literacy, 2002.

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Kruidenier, John. Research-based principles for adult basic education reading instruction. [Washington, D.C.?]: Partnership for Reading, 2002.

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Kruidenier, John. Research-based principles for adult basic education reading instruction. [Washington, D.C.]: Partnership for Reading, 2002.

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Kruidenier, John. Research-based principles for adult basic education reading instruction. [Washington, D.C.]: National Institute for Literacy, 2002.

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Kruidenier, John. Research-based principles for adult basic education reading instruction. [Washington, D.C.]: National Institute for Literacy, 2002.

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Kruidenier, John. Research-based principles for adult basic education reading instruction. [Washington, D.C.]: Partnership for Reading, 2002.

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Horner, Bruce. Representing the "other": Basic writers and the teaching of basic writing. Urbana, Ill: National Council of Teachers of English, 1999.

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Bettinger, Eric. Shape up or ship out: The effects of remediation on students at four-year colleges. Cambridge, Mass: National Bureau of Economic Research, 2004.

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Bettinger, Eric. Shape up or ship out: The effects of remediation on students at four-year colleges. Cambridge, MA: National Bureau of Economic Research, 2004.

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Susanmarie, Harrington, ed. Basic writing as a political act: Public conversations about writing and literacies. Cresskill, N.J: Hampton Press, 2002.

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Book chapters on the topic "Basic writing (Remedial education) Adult education"

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"The Forgotten R: Why Adult Educators Should Care About Writing Instruction." In Toward Defining and Improving Quality in Adult Basic Education, 173–92. Routledge, 2013. http://dx.doi.org/10.4324/9780203936740-17.

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Russell, Jacob R., and Dani V. McMay. "Pre-College Instruction." In Higher Education Accessibility Behind and Beyond Prison Walls, 153–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3056-6.ch007.

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Instructors at prison-based college programs face many challenges not encountered on traditional college campuses. Instructors used to conventional campus-based students and teaching environments often find themselves unprepared or overwhelmed because prison-based programs differ in many ways from traditional college classrooms. Many incarcerated students lack the necessary fundamental academic writing and communication skills to succeed in college-level courses but not the intelligence and dedication. Instructors often find themselves unprepared for and inexperienced in teaching remedial-level writing and grammar skills, especially to non-traditional adult learners. This chapter discusses the differences between campus and prison classrooms, incarcerated students' academic backgrounds and needs, and the instructional limitations of teaching in prisons. This chapter provides instructional methodology tailored to the unique needs of incarcerated students, as well as examples of syllabi, worksheets, and practice exercises.

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Reio Jr., Thomas G., and Chaundra L. Whitehead. "Using Technology to Address Workforce Readiness Skills." In Professional Development and Workplace Learning, 1722–37. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch094.

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All too often, students either drop out of school or graduate with poor workplace readiness skills. The lack of preparedness is costly both on a short- and long-term basis to students, families, employers, and societies in general. In the workplace, employers are forced to be at the vanguard of addressing critical basic skill deficiencies related to reading, writing, mathematics, and using computers, among others, to remain competitive. Addressing these worker skills gaps through training and development activities can be cost prohibitive to organizations, especially in tough economic times. Understandably, business leaders are becoming more critical of an education system that produces individuals with such gaps. The purpose of this chapter is to explore the use of technology as a productive means of meeting the developmental or remedial educational needs of various underprepared workers entering the job market.

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