This volume revisits, problematizes, and expands the meaning of
quality in the context of adult basic education. Covering a wide
range of relevant topics, it includes contributors from the realms
of both policy and practice and encompasses both the major
instructional areas - reading, writing, and mathematics - as well
as larger issues of literacy, learning, and adulthood. Each chapter
focuses on what improving quality in the field might look like
through the particular lens of the author's work. As a whole, the
broad scope of topics and ideas addressed will raise the level of
discussion, knowledge, and practice regarding quality in adult
basic education. In this book, the term adult basic education
refers to the broad range of services for adults who wish to
improve their literacy and language skills, including beginning and
intermediate writing, writing and numeracy, preGED, GED/Adult
Secondary Education, and ESL instruction that takes place in a
range of contexts including schools, community-based programs, and
workplace development programs. The volume is organized around
three themes: Accountability, Standards, and the Use of
Documentation and Research Program Structures and Instruction
Rethinking Our Assumptions and Concepts Coming at a time of
increasing pressure to standardize, to be accountable, and to
improve outcomes, and when calls for evidence-based practice are
fueling stakeholders' interest in the relationship between research
and practice at all levels of the system, Toward Defining and
Improving Quality in Adult Basic Education is particularly timely
for scholars, graduate students, and professionals in the field of
adult basic education.
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