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Learner-centered approaches to teaching, such as small group
discussions, debates, role plays and project-based assignments,
help students develop critical thinking, creativity and
problem-solving skills. However, more traditional lecture-based
approaches still predominate in classrooms in higher education
institutions around the world. Faculty development programs can
support faculty members to adopt new teaching methods, even in
situations where they face significant challenges due to lack of
resources, on-going conflict, political upheaval, or the legacy of
colonialism in their educational systems. This volume presents
research and practice on faculty development for improving teaching
in developing countries. Based on the concept that "we teach as we
were taught," the case studies in this volume describe ways to
organize professional development to help higher education faculty
members shift from lecture-based to active learning teaching for
students who will become the next generation of teachers,
practitioners, professionals and policymakers in their respective
countries.
Learner-centered approaches to teaching, such as small group
discussions, debates, role plays and project-based assignments,
help students develop critical thinking, creativity and
problem-solving skills. However, more traditional lecture-based
approaches still predominate in classrooms in higher education
institutions around the world. Faculty development programs can
support faculty members to adopt new teaching methods, even in
situations where they face significant challenges due to lack of
resources, on-going conflict, political upheaval, or the legacy of
colonialism in their educational systems. This volume presents
research and practice on faculty development for improving teaching
in developing countries. Based on the concept that "we teach as we
were taught," the case studies in this volume describe ways to
organize professional development to help higher education faculty
members shift from lecture-based to active learning teaching for
students who will become the next generation of teachers,
practitioners, professionals and policymakers in their respective
countries.
Review of Adult Learning and Literacy: Connecting Research, Policy,
and Practice, Volume 6, is the newest volume in a series of annual
publications of the National Center for the Study of Adult Learning
and Literacy (NCSALL) that address major issues, the latest
research, and the best practices in the field of adult literacy and
learning. Each Review opens with an overview of significant recent
developments in the field of adult literacy during the previous
year, followed by a set of chapters presenting in-depth reviews of
research and best practices on topics of high interest to the
field. Volume 6 includes chapters on: Demographic change and
low-literacy Americans; The role of vocabulary in Adult Basic
Education; Implications of research on spelling for Adult Basic
Education; Issues in teaching speaking skills to adult ESOL
learners; The preparation and stability of the Adult Basic
Education teaching workforce; The adult literacy system in Ireland;
and Broad-based organizing as a vehicle for promoting adult
literacy. the field and is an essential resource for all
stakeholders who need to know what research can reveal about how
best to serve adult learners.
The "Review of Adult Learning and Literacy: Connecting Research
Policy, and Practice, Volume 4" is the newest addition to a series
of annual publications of the National Center for the Study of
Adult Learning and Literacy (NCSALL) that address major issues, the
latest research, and the best practices in the field of adult
literacy and learning.
"Volume 4" opens with an overview of significant recent
developments in the field. Subsequent chapters cover a wide range
of topics critical to the success of adult education and literacy
services in the United States:
*issues of race, class, gender, and sexual orientation;
*the role of workplace education in building adults' basic skills;
*the role of new learning technologies in adult education and
literacy;
*adult developmental theories and their implications for the
teaching of adult basic education and English for speakers of other
languages; and
*traditional and contemporary adult learning theories, including an
annotated bibliography of key resources.
Intended for policymakers, scholars, and practitioners dedicated to
improving the quality of adult basic education, adult English for
speakers of other languages, and adult secondary education
programs, "Review of Adult Learning and Literacy, Volume 4" is an
essential resource for the field.
The Review of Adult Learning and Literacy: Connecting Research
Policy, and Practice, Volume 4 is the newest addition to a series
of annual publications of the National Center for the Study of
Adult Learning and Literacy (NCSALL) that address major issues, the
latest research, and the best practices in the field of adult
literacy and learning. Volume 4 opens with an overview of
significant recent developments in the field. Subsequent chapters
cover a wide range of topics critical to the success of adult
education and literacy services in the United States: *issues of
race, class, gender, and sexual orientation; *the role of workplace
education in building adults' basic skills; *the role of new
learning technologies in adult education and literacy; *adult
developmental theories and their implications for the teaching of
adult basic education and English for speakers of other languages;
and *traditional and contemporary adult learning theories,
including an annotated bibliography of key resources. Intended for
policymakers, scholars, and practitioners dedicated to improving
the quality of adult basic education, adult English for speakers of
other languages, and adult secondary education programs, Review of
Adult Learning and Literacy, Volume 4 is an essential resource for
the field.
This book deals with the most important individual, professional
development, program, and system factors that influence the type
and amount of teacher change. This study was conducted primarily to
help professional development decision-makers plan and deliver
effective professional development, and to understand the factors
that influence how teachers change as a result of professional
development. How do practitioners change as a result of
participating in one of three different models of professional
development, and what are the most important factors that influence
(support or hinder) this change?
The Review of Adult Learning and Literacy: Connecting Research,
Policy, and Practice, Volume 5 is the newest volume in a series of
annual publications of the National Center for the Study of Adult
Learning and Literacy (NCSALL) that address major issues, the
latest research, and the best practices in the field of adult
literacy and learning. Each Review opens with an overview of
significant recent developments in the field of adult literacy
during the year, followed by a set of chapters presenting in-depth
reviews of research and best practices on topics of high interest
to the field. Volume 5 includes chapters on: *the increasing
emphasis on scientifically based research and evidence-based
practice in education, their use in adult literacy, and the
perception of their usefulness by those who work in the field;
*recent research on the impact of acquiring a General Educational
Development (GED) credential; *the adult literacy system in the
state of Massachusetts, focusing on the factors that led to
investing and restructuring in the system, and the lessons learned
that may be helpful to other states interested in building strong
systems of educational service delivery for adult learners; *a
history and review of volunteerism in adult literacy; *the history
and structure of the adult literacy system in New Zealand,
including policy recommendations for the current system to more
effectively serve all adult learners; and *a review of theories and
key resources related to metacognitive skills in reading. The
Review of Adult Learning and Literacy serves as the journal of
record for the field and is an essential resource for all
stakeholders who need to know what research can reveal about how
best to serve adult learners.
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