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Journal articles on the topic 'Continuing education programs of literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Ferreira, Andrea Tereza Brito, Eliana Borges Correia de Albuquerque, and Erica Windler. "Continuing education programs for literacy teachers: concepts and practices." Ensaio: Avaliação e Políticas Públicas em Educação 25, no. 96 (2017): 609–31. http://dx.doi.org/10.1590/s0104-40362017002501107.

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Abstract The present article analyses the proposals of continuing training for literacy teachers in two counties of Recife Metropolitan Area, in order to understand the language conceptions and training that justify such practices. Our research illuminates huge differences between training practices in the two cities. In Camaragibe, the training program sought to incorporate teachers experiences, recognizing that language education is a comprehensive social practice. In Jaboatão, the training process focused on the use of educational materials developed by the program that included specific in

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Tassoni, Elvira Cristina Martins, and Camila Mattos dos Reis. "Políticas educacionais de formação de professores em foco: Mudanças e permanências." education policy analysis archives 26 (April 30, 2018): 58. http://dx.doi.org/10.14507/epaa.26.3101.

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This article discusses two program proposals for education literacy teachers that are part of two different educational policies in Brazil: the National Pact for Literacy in the Right Age (Pacto Nacional pela Alfabetização na Idade Certa – PNAIC) – from Federal Government – and the Reading and Writing Program (Programa Ler e Escrever) – from the state of São Paulo. The research, developed through a documentary analysis, aims to investigate the main differences between these proposals for the continuing education of literacy teachers. The analysis centers on official documents that regulate bot

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Parker, Joyce E., and David J. Wagner. "From the USDA: Educating the Next Generation: Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education." CBE—Life Sciences Education 15, no. 3 (2016): fe5. http://dx.doi.org/10.1187/cbe.16-01-0052.

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The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency’s educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural education, enhancing agricultural literacy through both formal and nonformal education. Here, we have highlighted funding opportunities within DOCE that enhance agricultural education and literacy by supporting the improvement of students’ critical co

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Mazankova, L. N., I. V. Ponkin, T. A. Chebotareva, and A. A. Ponkina. "Legal aspects in the infectious disease specialist’s practice." Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 65, no. 2 (2020): 7–14. http://dx.doi.org/10.21508/1027-4065-2020-65-2-7-14.

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The article studies a legal status and specific legal aspects in the practice of the infectious disease specialist. The authors of the article emphasize how important it is to develop legal literacy and competence (as one of the doctor’s professional competencies) within the framework of continuing professional education programs.

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Ramos Toledo Ferreira, Priscila, and Márcia Regina do Nascimento Sambugari. "A FORMAÇÃO CONTINUADA PARA A APROPRIAÇÃO DAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO NA PRÁTICA DE PROFESSORAS ALFABETIZADORAS: LIMITES E PERSPECTIVAS." COLLOQUIUM HUMANARUM 17, no. 1 (2020): 369–84. http://dx.doi.org/10.5747/ch.2020.v17.h489.

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The article address part of the results of the research that investigated the continuing education for the appropriation toinformation and communication technologies (ICTs) in teaching practice of literacy’ teachers.With qualitative approach, the study hadthe participation of four teaching teachers from two municipal schools of Corumbá, Mato Grosso do Sul through interview with semi-structured script. To add information, the teachers responsible for technologies class from those schools as well as the coordination of the Technology Center of Corumbá (TCC), they were also interviewed. The resul

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Wagner, Lisa K., and Shelley W. Fones. "Enhancing Science Education Experiences through Garden Explorations: An Inquiry-based Learning Opportunity at the South Carolina Botanical Garden." HortTechnology 9, no. 4 (1999): 566–69. http://dx.doi.org/10.21273/horttech.9.4.566.

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Garden Explorations, a continuing program at the South Carolina Botanical Garden (SCBG), Clemson University, promotes science participation among children, families, undergraduates, and teachers. Integrated by themes of Plants and their Partners, Plants and their Environment, and Web of Life, Garden Explorations programs include Summer Science Camps, Family Science Saturdays, and Family and Community Outreach Programs. In these programs, college students (largely education, horticulture, biology, and recreation majors) have the opportunity to learn about and experience natural science and math

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Price-Haywood, Eboni G., Katherine G. Roth, Kit Shelby, and Lisa A. Cooper. "Cancer Risk Communication with Low Health Literacy Patients: A Continuing Medical Education Program." Journal of General Internal Medicine 25, S2 (2010): 126–29. http://dx.doi.org/10.1007/s11606-009-1211-6.

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Sharma, Tanka Nath. "Education for Rural Transformation: The Role of Community Learning Centers in Nepal." Journal of Education and Research 4, no. 2 (2015): 87–101. http://dx.doi.org/10.3126/jer.v4i2.12391.

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The main purpose of this paper is to document the potential contributions of the community learning centers in the process of rural transformation and explore how formal, non-formal and informal education are blended for capital formation, empowerment and self sufficiency of the rural communities. Discussions and arguments presented in this paper are based on secondary sources supplemented by a field-based case study. Nepal’s rural communities over the years are facing poverty, deprivation and ignorance. Education and skills for life are particularly important to combat rural poverty and depri

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Severo Trivisiol, Vanessa. "THE CONCEPT OF LITERACY IN PEDAGOGICAL ACTIVITIES PRODUCED WITHIN A COLLABORATIVE CONTINUING EDUCATION PROGRAM." Cadernos do IL 1, no. 54 (2017): 142. http://dx.doi.org/10.22456/2236-6385.67454.

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Flemons, Michelle, Fiona Diffey, and Dominic Cunliffe. "The Role of PETE in Developing and Sustaining Physical Literacy Informed Practitioners." Journal of Teaching in Physical Education 37, no. 3 (2018): 299–307. http://dx.doi.org/10.1123/jtpe.2018-0128.

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This study discusses teacher preparation in relation to encouraging and empowering future teachers to appreciate the potential and value of adopting physical literacy as the goal of physical education (PE). The study addresses the issue of the role of schools and teacher training programs in developing the next generation of PE teachers entering PE teacher education with respect to thoughts, feelings, perceptions, and beliefs that underpin the concept of physical literacy, and providing high-quality learning experiences that are crucial to continuing physical activity throughout the life cours

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Corrall, Sheila. "Crossing the threshold: reflective practice in information literacy development." Journal of Information Literacy 11, no. 1 (2017): 23. http://dx.doi.org/10.11645/11.1.2241.

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Do we think enough about what we are doing as information literacy practitioners? The relationship between reflection and information literacy development is well documented in academic and professional literature, particularly in the context of teaching librarians using reflective activities to enable learners to think critically about their information literacy abilities. Parallel literature from education and other fields has promoted the concept of the reflective or thinking practitioner. Drawing on literature and theory from various domains, we review the concepts of reflection and reflec

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Applegate, Rachel. "Educating Assessors: Preparing Librarians with Micro and Macro Skills." Evidence Based Library and Information Practice 11, no. 2 (2016): 74. http://dx.doi.org/10.18438/b89d0p.

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Abstract  Objective – To examine the fit between libraries’ needs for evaluation skills, and library education and professional development opportunities. Many library position descriptions and many areas of library science education focus on professional skills and activities, such as delivering information literacy, designing programs, and managing resources. Only some positions, some parts of positions, and some areas of education specifically address assessment/evaluation skills. The growth of the Library Assessment Conference, the establishment of the ARL-ASSESS listserv, and

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Cadiente, Arnie M., Joel Rey Acob, and Andres E. Bagon. "Assessment on The Information-Communication Technology Literacy of Principals of Health School." Basic and Applied Nursing Research Journal 1, no. 2 (2020): 36–45. http://dx.doi.org/10.11594/banrj.01.02.03.

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The study determinedanassessment of the Information-Communications Technology literacy of the principal of health school in Eastern Visayas Region, Philippines. This was conducted randomly selected central health schools in thirteen (13) divisions in the Department of Education. A total of 505 respondents, one hundred one (101) of whom were central school principals, 101 district supervisors, and 303 teachers who rated the principal's performance along with the following indicators:Occupational Competence, Professional and Personal Competence, Attendance and Punctuality and Plus Factors. A sur

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Tinmaz, Hasan, and Yunus Emre Ozturk. "ICT Integration into Education: a Comparison of South Korea and Turkey." Perspectives on Global Development and Technology 18, no. 4 (2019): 422–56. http://dx.doi.org/10.1163/15691497-12341527.

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Abstract In this modern era, information and communication technology (ICT) devices such as smartphones have been influencing every aspect of our lives, including education systems. It is needless to say that ICT-integrated education systems enable more effective and efficient teaching and learning environments for societies. However, the levels and processes of ICT integration into education are different by country. Accordingly, the purpose of this study is to compare South Korea and Turkey in terms of the of ICT integration into their education systems. For this, the study has been conducte

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Oliveira, Sidmar Da Silva, Obdália Santana Ferraz Silva, and Úrsula Cunha Anecleto. "Alfabetização do campo no âmbito do PNAIC: demandas e desafios." Revista Brasileira de Educação do Campo 4 (May 28, 2019): e6419. http://dx.doi.org/10.20873/uft.rbec.v4e6419.

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Este estudo discute a alfabetização do campo a partir das proposições formativas do Pacto Nacional Pela Alfabetização na Idade Certa (PNAIC). A questão-problema que orienta esta pesquisa é: quais as implicações do PNAIC para a alfabetização do campo? Como processo metodológico, embasados na análise textual discursiva (Moraes & Galiazzi, 2016), realizamos uma pesquisa documental nos cadernos de formação do Programa que tratam da educação do campo, como também realizamos sessões reflexivas com professores alfabetizadores. Como aporte teórico, partimos das discussões sobre formação continuada

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Kuzmenko, Iuliia. "FORMATION OF COMPETENCY "ENTREPRENEURSHIP AND FINANCIAL LITERACY":MODERN LANDMARKS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 36–39. http://dx.doi.org/10.17721/2415-3699.2018.8.09.

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he article focuses on the coverage of the current issue of modern pelagic theory and practice - the implementation of a competent approach. The focus of recent educational reforms is to analyze modern legal documents (Law of Ukraine "On Education (2017), "New Ukrainian School, Conceptual Principles of Reforming the Secondary School" (2016), "New Ukrainian School: Fundamentals of the Education Standard" (2016) regarding the use of the competence potential of each educational sector. It was clarified that the experience of the EU countries was based on the Ukrainian approach to reforming educati

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MOROZOVA, Nonna Antonovna, Raisa Mikhaylovna KULICHENKO, Vladimir Fedorovich PENKOV, and Andrey Yurevich KURIN. "ACADEMIC LITERACY IN THE ADVANCED SYSTEM TRAINING OF A COMPETENT SPECIALIST." Tambov University Review. Series: Humanities, no. 176 (2018): 7–13. http://dx.doi.org/10.20310/1810-0201-2018-23-176-7-13.

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In the system of training a modern competent graduate of a Russian university, one of the ways to improve it is to include in the content of his training discipline “Academic writing”. At the same time, in the context of the principles of succession and continuity, it is necessary to deepen and expand the content of the discipline, increase the number of practical classes, the result of which will be the qualitative writing of scientific texts by students, and ultimately, the scientifically competent writing of the text of the research performed by them. On the basis of the principles of succe

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18

Güner, Müberra Devrim, and Perihan Elif Ekmekci. "A Survey Study Evaluating and Comparing the Health Literacy Knowledge and Communication Skills Used by Nurses and Physicians." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 56 (January 2019): 004695801986583. http://dx.doi.org/10.1177/0046958019865831.

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Health literacy (HL) is considered as an interaction between the demands of health systems and the skills of individuals. The current global approach demands health professionals to be more accountable for universal precautions approach and improve communication skills, and employ strategies to confirm patients’ understanding. The aim of this study is to assess the knowledge and attitude of health care professionals (HCPs) about HL and their communication skills, and its effect on their practices, and to compare the findings among subgroups of HCPs. An online cross-sectional survey involving 2

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Almeida, Frairon César Gomes, and Angélica Vier Munhoz. "O Pacto Nacional Pela Alfabetização na Idade Certa: Reflexões Sobre a Formação Docente." Revista de Ensino, Educação e Ciências Humanas 21, no. 1 (2020): 18–27. http://dx.doi.org/10.17921/2447-8733.2020v21n1p18-27.

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O presente trabalho apresenta uma análise reflexiva do Programa Federal, Pacto Nacional Pela Alfabetização na Idade Certa - PNAIC, na formação docente. Trata-se de uma pesquisa que surge a partir da seguinte problemática: o processo formativo oriundo do PNAIC tem contribuído para práticas diferenciadas de professores do ciclo de alfabetização? Qual a importância dessa qualificação profissional (PNAIC) para a formação docente? Assim, quanto aos procedimentos metodológicos a pesquisa é de abordagem qualitativa, quanto aos fins é exploratória e quanto aos meios bibliográfica, fundamentada, princi

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El Sayed, Faeka, Jeffrey Soar, and Zoe Wang. "Key Factors for the Development of a Culturally Appropriate Interactive Multimedia Informative Program for Aboriginal Health Workers." Australian Journal of Indigenous Education 41, no. 2 (2012): 162–72. http://dx.doi.org/10.1017/jie.2012.19.

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This research aims to create and evaluate a model for a culturally appropriate, interactive, multimedia and informative health program for Aboriginal and Torres Strait Islander health workers that aims to improve the capacity to independently control their learning within an attractive learning environment. The research also aims to provide recommendations for policy development and further research. This study involved four phases: program needs assessment, identification of the key factors that should be considered in developing the CD-ROM, model development, and formative evaluation for the

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Assefa, Yalalem. "Integration of Indigenous Knowledge into Adult Learning Material Development and the Facilitation Methodology." Education Research International 2021 (July 22, 2021): 1–10. http://dx.doi.org/10.1155/2021/2231759.

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Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Indeed, education is the surest path to ensuring social continuity when it ought to be based on the real-life experiences of learners and what their immediate environment and social realities entail. This demands the development of relevant adult learning materials and the utilization of participatory facilitation methodologies. Considering this in mind, this study was aimed to explore the integration of ind

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Mansor, Noor Rohana, Asyraf Hj Ab Rahman, Ahmad Tajuddin Azza J., Roswati Abd Rashid, and Nurul Ain Chua. "New Norms of Online Teaching and Learning: Covid-19 Semester Experience for Universiti Malaysia Terengganu Students." Academic Journal of Interdisciplinary Studies 10, no. 4 (2021): 248. http://dx.doi.org/10.36941/ajis-2021-0114.

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The COVID-19 pandemic has affected the national education agenda at all levels of education. New Teaching and Learning (T&L) online norms have been executed except for specific academic programs and subjects only since 18 March 2020 when the Movement Control Order (MCO) was administered and continued to this day. To guarantee students’ continuity of education without online T&L dropout, online face-to-face (Synchronous) or not face-to-face (Asynchronous) is now become the primary approach and method platform with many virtual education applications. Therefore, this research examined st

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Case, Brea, Angela M. Zell, and Joan Ilardo. "USING CHRONIC DISEASE SELF-MANAGEMENT TO ENHANCE PATIENT-PROVIDER PARTNERSHIPS." Innovation in Aging 3, Supplement_1 (2019): S790. http://dx.doi.org/10.1093/geroni/igz038.2908.

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Abstract The Partners in Aging Strategies and Training (PAST) project employed a bilateral approach to educate both healthcare professionals and consumers. Our theory is that improved health outcomes are attained by teaching healthcare providers and consumers how to engage better with each other, especially when consumers use the skills learned in community-based programs, such as self-management and healthy lifestyle choices. PAST activities provided an integrated educational program for healthcare providers and older adult patients, their families and caregivers to learn skills that enhance

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Bernardon, Dayse Grassi. "Formação continuada do projeto obeduc e suas relações com a prática de produção e reescrita textual." Latin American Journal of Development 3, no. 4 (2021): 2401–10. http://dx.doi.org/10.46814/lajdv3n4-047.

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RESUMO Esta pesquisa se inseriu no Programa Observatório da Educação – CAPES/INEP – em que atuamos como pesquisadora voluntária (2014-2016) dentro do Projeto Institucional, intitulado Formação Continuada para professores da educação básica nos anos iniciais: ações voltadas para a alfabetização em municípios com baixo IDEB da região Oeste do Paraná. Este estudo objetivou verificar se os momentos de formação continuada em Língua Portuguesa ofertado para professores de Educação Básica (anos iniciais), em 2011 e 2012, em um dos municípios participantes do Observatório da Educação, contribuír

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Subaeva, Asiya, and Fayaz Avhadiev. "TRAINING OF PERSONNEL FOR AGRICULTURE IN THE DIGITAL ECONOMY." Vestnik of Kazan State Agrarian University 16, no. 2 (2021): 133–37. http://dx.doi.org/10.12737/2073-0462-2021-133-137.

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In connection with the introduction of digital technologies, many companies plan to hire new employees with digital competencies, or retrain existing employees in the workplace, or outsource some functions to external contractors, thereby reducing the number of employees who do not have the required competencies. Based on the analysis of the different approaches of the existing educational standards for the four enlarged groups of specialties and areas of training that determine the agricultural profile of agricultural universities, it can be concluded that in many educational standards of hig

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Aminah Prayogo, Siti, and Ari Widodo. "MEMBANGUN BUDAYA MUTU DI MADRASAH UNGGUL (Studi Kasus di MAN 1 Jember dan MA Unggulan Nurul Islam Jember)." Journal EVALUASI 3, no. 1 (2019): 1. http://dx.doi.org/10.32478/evaluasi.v3i1.199.

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The quality culture is a strategy to improve upon the institution towards the needs of society and become a long term goal of Indonesian education. In Jember, there are Madrasah Aliya Negeri 1 Jember and Madrasah Aliyah Unggulan Nurul Islam Jember, both have specification in implementing Islamic education though they have different geographical location and users, but the indicators of quality culture can be seen in excellent programs of society based and students potential oriented, they also can maintain the achievement for local, national and international level. This research aims to revea

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Falk, Charles F. "Promoting continuing education programs." New Directions for Adult and Continuing Education 1986, no. 31 (1986): 49–71. http://dx.doi.org/10.1002/ace.36719863106.

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Mason, Robert C. "Locating continuing education programs." New Directions for Adult and Continuing Education 1986, no. 31 (1986): 83–90. http://dx.doi.org/10.1002/ace.36719863108.

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Kennedy, Dan W., and Donna S. Queeney. "Marketing continuing medical education programs." Journal of Continuing Education in the Health Professions 11, no. 3 (1991): 205–14. http://dx.doi.org/10.1002/chp.4750110303.

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Hassankhani, Mahnoosh, Mehdi Alidadi, Ayyoob Sharifi, and Abolghasem Azhdari. "Smart City and Crisis Management: Lessons for the COVID-19 Pandemic." International Journal of Environmental Research and Public Health 18, no. 15 (2021): 7736. http://dx.doi.org/10.3390/ijerph18157736.

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COVID-19 shocked cities around the world and revealed the vulnerability of urban lives and functions. Most cities experienced a catastrophic disturbance that has lasted for a long time. Planning plays a critical role in responding efficiently to this crisis and enabling rapid functional recovery in the post-disaster era. Cities that have implemented digitalization initiatives and programs are likely to have more capacity to react appropriately. Specifically, digitalized cities could ensure the well-being of their residents and maintain continuity of urban functions. This research aims to analy

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Mpogolo, Zakayo J. "Post-literacy and continuing education in Tanzania." International Review of Education 30, no. 3 (1985): 351–58. http://dx.doi.org/10.1007/bf00597910.

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Larsen, P. M., and F. Conrad. "European Programs for Continuing Engineering Education." IFAC Proceedings Volumes 21, no. 6 (1988): 205–10. http://dx.doi.org/10.1016/s1474-6670(17)53866-5.

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Gessner, Quentin H. "External Reviews of Continuing Education Programs." Journal of Continuing Higher Education 33, no. 1 (1985): 19–20. http://dx.doi.org/10.1080/07377366.1985.10401016.

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Raymond, Matt, Greg Worsowicz, and Thomas Strax. "CONTINUING EDUCATION PROGRAMS: MEDICARE COMPLIANCE REVISITED." American Journal of Physical Medicine & Rehabilitation 78, no. 2 (1999): 192. http://dx.doi.org/10.1097/00002060-199903000-00082.

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&NA;. "IAT Provides “Practical” Continuing Education Programs." Journal of Clinical Engineering 19, no. 3 (1994): 178–82. http://dx.doi.org/10.1097/00004669-199405000-00008.

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Budtz-Jorgensen, Ejvind. "WHO Working Group Continuing Education Programs." Gerodontology 16, no. 2 (1999): x—xi. http://dx.doi.org/10.1111/j.1741-2358.1999.00x_2.x.

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Craven, Ruth Falk, and Martha Bassett DuHamel. "Certificate Programs in Continuing Professional Education." Journal of Continuing Education in Nursing 34, no. 1 (2003): 14–18. http://dx.doi.org/10.3928/0022-0124-20030101-04.

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Kuramoto, Alice M. "Marketing University-Based Continuing Education Programs." Journal of Continuing Education in Nursing 24, no. 2 (1993): 61–65. http://dx.doi.org/10.3928/0022-0124-19930301-06.

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Owen, John A., and Madeline H. Schmitt. "Integrating Interprofessional Education into Continuing Education: A Planning Process for Continuing Interprofessional Education Programs." Journal of Continuing Education in the Health Professions 33, no. 2 (2013): 109–17. http://dx.doi.org/10.1002/chp.21173.

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Morozova, Nonna Antonovna. "Improving the organization of modern postgraduate studies: system approach." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2020): 49–61. http://dx.doi.org/10.51314/2073-2635-2020-2-49-61.

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The article deals with the problems of training scientific and pedagogical personnel in Russia at the present stage of postgraduate education, which caused the need to discuss them, both at the level of the country’s leadership, and at the level of the scientific and University community. The directions of improving the organization of modern postgraduate studies in the context of a systematic approach are proposed. The directions of improving the training of postgraduates and the organization of the modern Russian postgraduate school in the context of its two types - scientific and University

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Srivastava, H. S. "Some innovative initiatives in literacy, post-literacy and continuing education in Asia." International Review of Education 30, no. 3 (1985): 369–75. http://dx.doi.org/10.1007/bf00597912.

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Brock, Tina Penick, Carmen M. Faulkner, Dennis M. Williams, and Scott R. Smith. "Continuing-education programs in pharmacogenomics for pharmacists." American Journal of Health-System Pharmacy 59, no. 8 (2002): 722–25. http://dx.doi.org/10.1093/ajhp/59.8.722.

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Ovcrstreet Price, Karen. "Voice your opinion on continuing-education programs." American Journal of Health-System Pharmacy 51, no. 18 (1994): 2294. http://dx.doi.org/10.1093/ajhp/51.18.2294.

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Dane, Elizabeth. "Managing Organizational Relationships in Continuing Education Programs:." Administration in Social Work 9, no. 3 (1985): 83–92. http://dx.doi.org/10.1300/j147v09n03_07.

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Stern, Milton R. "Programs in continuing education. For humanities' sake." Möbius: A Journal for Continuing Education Professionals in Health Sciences 7, no. 4 (1987): 97–104. http://dx.doi.org/10.1002/chp.4760070414.

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Gonzalez, Naihobe. "When evidence-based literacy programs fail." Phi Delta Kappan 100, no. 4 (2018): 54–58. http://dx.doi.org/10.1177/0031721718815675.

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More than ever, educators are expected to implement evidence-based interventions to improve student outcomes. This is often easier said than done, as illustrated by a recent study by Mathematica Policy Research in Oakland, California. To help secondary students who were several years behind in reading, the district piloted an intensive program for struggling readers that had been proven to work in early grades. The study showed that the intervention was difficult to implement in secondary schools and actually did more harm than good. The findings highlighted the importance of considering conte

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van Steensel, Roel, Nele McElvany, Jeanne Kurvers, and Stephanie Herppich. "How Effective Are Family Literacy Programs?" Review of Educational Research 81, no. 1 (2011): 69–96. http://dx.doi.org/10.3102/0034654310388819.

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Campbell, Courtney S., and Jan M. Hare. "Ethical Literacy in Gerontology Programs." Gerontology & Geriatrics Education 17, no. 4 (1997): 3–16. http://dx.doi.org/10.1300/j021v17n04_02.

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Kazemek, Francis. "Necessary Changes: Professional Involvement in Adult Literacy Programs." Harvard Educational Review 58, no. 4 (1988): 464–88. http://dx.doi.org/10.17763/haer.58.4.g1x5404555507414.

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Abstract:

Adult literacy programs have achieved recent prominence as studies documenting huge numbers of illiterates in the United States provoke national anxiety. In this article, Francis Kazemek first critiques demeaning attitudes toward adult literacy learners implicit in the practices of major literacy programs, and then examines underlying assumptions about the nature of literacy in the light of recent sociolinguistic and psycholinguistic studies on actual literacy practices. He argues that among the challenges facing adult literacy professionals is the responsibility to confront political and inst

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Laws, R. Dwight, and Frank Santiago. "Focus on Education in Short-Term Continuing Education Travel Programs." Journal of Continuing Higher Education 35, no. 3 (1987): 8–12. http://dx.doi.org/10.1080/07377366.1987.10401108.

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