Please send any comments to Dr. V.C. Bryan.
webliography.html
Web site on adult based literacy education.
http://www.geocities.com/acepresentation
An excellent class presentation on adult
education. Includes trends, legislation, funding, etc.
http://www2.wgbh.org/MBCWEIS/LTC/ALRI/Cruising.html
This web site is all about adult education and the use of the information
superhighway (the Internet).
http://adulted.about.com/education/adulted/msub020.htm
A wealth of articles and links to adult learning theory and practice.
.
http://adulted.about.com/education/adulted/library/weekly/aa011500b.htm?rnk=r1&terms=adult+learning
A wonderful site in which you can read dozens of articles related to
adult learning theory including transformative learning.
http://literacyworks.org/mi/home.html
Site addresses Multiple Intelligences for Adult Literacy & Adult
Education. This site explores innovative ways to apply the theory of multiple
intelligences to basic skills, learning styles, and adult literacy education.
It is geared toward both instructors and students.
http://newhorizons.org
New Horizons for Learning: This site is for teachers, parents,
school administrators, professors, students of education, policy makers
and others interested in educational change. It is uniquely set up in a
building design with links to an inordinate about of information. There
is an online journal, an adult learning center, and a brain lab to mention
just a few possibilities. There is even a humor lounge when things get
too serious. This site has something for everyone!
http://www.apa.org/monitor/jul98/four.html
Murray, B. (1998, July), Psychologists propose abandoning the eight-hour
work day for the four-hour module. APA Monitor. Retrieved April
20,2000 from the World Wide Web: This article is a proposal that
our society needs a more flexible approach to scheduling work for people
of all ages. Robert Kahn and John Rowe co-authored "Successful Aging" (Panther
Books,l998) in which they draw conclusions form 10 years of interdisciplinary
research into healthy aging. Our present model, they explain, is unsatisfactory
for all since the work structure is compartmentalized into 20 years of
formal education, 40 years of full-time work, followed by 20 years of mostly
unproductive retirement. Thus, students get bored in school, families raising
children are overworked, and retirees are bored and/or forgotten. A four-hour
module, on the other hand, would permit students to get work experience
that would lead to better jobs, family people to better balance job and
home duties, and senior citizens to phase into retirement while remaining
productive. While critics of this model worry about the strain on the labor
force, proponents claim it is already being used in some restaurants, retail
stores, and hospitals. Computerized scheduling and portable benefits would
complement its practical, modular format. Many adult learners and facilitators
will find this a fascinating concept, however, in spite of the author’s
protests to the contrary, most business and schools find it difficult to
implement
http://www.apa.org/monitor/jul98/pc.html
Seligman, M. E. (1998, July). The american way of blame. APA Monitor.
Retrieved
April 20,2000 from the World Wide Web: This article is addressed
to all of those who want to stop violence in our communities. Specifically,
it contrasts last year’s multiple murders in schools by American boys with
the peace of the 1950’s. It outlines outer and inner changes. On the outside
is the media where killing is entertainment on TV which approximately one
murder per hour. Viewers are, thus, desensitized against these atrocities.
Guns are easy to obtain and many parents fail to supervise their children.
Then there is the inner world of the child where the self-esteem movement
has promoted the "feel good about yourself" mantras. Many difficulties
such as teen-age pregnancy, depression, suicide, substance abuse and violence
are blamed of low self-esteem. Yet, violent children, gang leaders, and
genocidal maniacs retaliate when peers or parents suggest lack of worth.
Finally, the tabloids vividly report murders in color with the victims’
story relegated to marginal news. The solution requires more than metal
detectors. It requires personal responsibility and warranted self-esteem.
It requires cooperation between families and schools to try research based
programs to improve communication skills and harness aggression. Adult
learners and facilitators alike should embrace such concepts and apply
them where ever possible in our schools.
http://www.apa.org/monitor/dec98/cultural.html
Sleek, S. (1998, December). Psychology’s cultural competence, once ‘simplistic,’now
broadening. APA Monitor. Retrieved April 20, 2000 from the World
Wide Web: This article is aimed at psychologists and their need to
broaden their view of multiculturalism. Psychologists, the author reflects,
must not define ethnic minority populations as stereotypical groups but
rather as unique individuals, each with his/her own cultural background.
Multiculturalism must, from an academic viewpoint, must be addressed in
every course on a daily basis rather than as a single course. Researchers
are making efforts to promote culturally appropriate research. Competence
with people of different cultures, according to Stanley Sue, a psychologist
at the University of California, should necessarily include: 1)Scientific
mindedness. 2)focus on dynamic sizing (knowing when to generalize and when
to individualize). 3)culture –specific expertise. Each individual is a
multidimensional human being and should be recognized as such. Adult learners
and facilitators need to remain cognizant of the multicultural environment
in which they operate. All facilitators must retain respect for the unique
individuals which they encounter in the classroom on a daily basis.
http://www.bmj.com/cgi/content/full/318/7175/18
Bosma, H., Dike van de Mheen, H. and Mackenbach, J. P (1999, January).
Social class in childhood and general health in adulthood: questionnaire
study of contribution of psychological attributes. British Medical Journal.
Retrieved April 20, 2000 from the World Wide Web: The authors of this British
research attempt to "determine the psychological attributes (personality
characteristic and coping styles) to the association between social class
in childhood and adult health among men and women." Their findings are
as follows: 1) " low social class in childhood is related to poor general
health in adulthood." 2) "Adverse personality profiles and negative coping
styles are more common in people who grew up in lower social classes."
3) "Psychological attributes such as low perceived control, explain a substantial
part of the direct association between childhood social class and adult
health." 4) "Psychological mechanisms may explain adverse health outcomes
in adults who have a low socioeconomic background." Adult learners and
facilitators need to maintain an interest in research
related to the cause and effect relationships among classes, races,
and ethnicity.
http://www.apa.org/monitor/sep99/sp.html
Mayer, J. D. (1999, September). Emotional intelligence: popular or scientific
Psychology? APA Monitor. Retrieved April 20, 2000 form the World
Wide Web: This article encourages the serious researchers and practitioners
of psychology to separate the popular culture version of emotional intelligence
from the scientific definition of the same. It distinguishes between the
popular culture world of bestsellers, newspapers and magazines from the
professional scientific world of journals, books and peer review. The popular
1995 book by Dr. Daniel Goleman was the subject of many books, articles,
and television programs. These discussions, however, misrepresented the
original concept of the author and his colleagues. First, the meaning has
been extended to mean a list of personality characteristics and is a mixed
model. Second, popular models imply we can predict life outcomes using
models of emotional intelligence which is really using personality research,
not EQ, to predict. Third, the popular claim that emotional intelligence
can predict specific and important life outcomes is greatly exaggerated.
In conclusion, emotional intelligence is a new concept that demands more
research by serious practitioners. Adult learners and facilitators need
to be cognizant of the fact that EQ and, for that matter, other theories
can derive popular culture definitions which are not accurate. It is important
that we rely on scholarly materials when facilitating psychological theories.
http://www.apa.org/monitor/jul98/emot.html
Murry, B. (1998, July). Does ‘emotional intelligence’ matter in the
workplace? APA Monitor. Retrieved April 20, 2000 from the World
Wide Web: The author looks at emotional intelligence, it’s definition,
and it’s application to the workplace. John Mayer who was one of the first
psychologists to utilize the term emotional intelligence defined if quite
narrowly saying that it is the ability to understand how others’ emotions
operate and the control of one’s own emotions. Daniel Goleman, author of
books and articles on emotional intelligence offers a broader definition
which includes motivation, empathy, and conscientiousness. Goleman"s works
suggest that people who possess emotional intelligence will rise to the
top of corporate ladders and that individuals can be instructed in emotional
intelligence. Different types of jobs, according to Goleman, require different
types of emotional intelligence. He suggests that companies will increasingly
make efforts to train their employees in emotional intelligence because
it raises job productivity and is an important aspect of leadership and
teamwork. Adult learners and facilitators will find the concept of emotional
intelligence throughout the literature of psychology and education. It
is important to establish at least a fundamental understanding of the concept
in order to study in these fields and to engage in dialogue surrounding
such a timely issue
http://www.sociology.org/content/vol003.003/beckett.html
Beckett, D. (1998). Disembodied learning: how flexible delivery shoots
higher education in the foot, well sort of. Electronic Journal of Sociology.
Retrieved
April 20, 2000 from the World Wide Web: This article written by David
Beckett of the Department of Vocational Education and training at the University
of Melbourne in Australia. He suggests that "flexible delivery", which
he believes is merely the on-line version of learning, may not ultimately
be the best means of delivering education to individuals or groups. He
does not dispute the value of learning through technology. He does, however,
question whether such technology will eventually eliminate the need for
individuals to be physically present in the classroom for any part of the
learning experience. He believes that would have a devastating impact upon
the educational system. Beckett believes that some of learning is mental
and some is physical. That is to say, that many activities are experienced
holistically and must include social interaction and the leadership of
instructors.
Adult learners and facilitators can easily appreciate the dilemma which
Beckett presents. Education is rushing headlong into the future of distance
learning. Each educational institution is fearful of obsolescence, of being
left behind. Instructors and facilitators resist the new technology. While
Beckett recognizes the value of technology in education, he suggests we
temper our enthusiasm at least long enough to consider the values of personal
interaction in the classroom.
http://www.apa.org/monitor/mar99/rc.html
Fowler, R.D. (1999, March). Psychologists as managers. APA Monitor.
Retrieved April 20, 2000 from World Wide Web: This article encourages psychologists
who wish to extend their employment opportunities to consider management
positions. It recognizes the significance of interpersonal and communication
skills in today’s economy of service and information. While our former
economy of agriculture and manufacturing called for technical know-how,
today’s management positions require a knowledge of personality and psychotherapy.
This contributes to teams of highly motivated who perform at a high level.
Daniel Goleman’s 1995 book "Emotional Intelligence" cites managerial studies
based on twelve competencies measuring how people manage feelings, interact,
and communicate. In a study of 80 science graduate students with high IQ’s,
when measured for levels of success forty years later, it was EQ that made
a difference, not IQ. While business used to value the skilled technician
over the team player (Gardner, l983, "Frames of Mind: The Theory of Multiple
Intelligences" it is changing so that now business managers need interpersonal
intelligence. Adult learners and facilitators should make note of these
trends because just as they effect business management so should such trends
effect the administration of adult education.
http://archon.educ.kent.edu/~nebraska/curric/ttim1/m1-cont.html
Nebraska Institute for the Study of Adult Literacy: NISAL is a
research and development institute within the Department of Educational
Psychology, University of Nebraska-Lincoln. This particular site contains
an instructional module pertaining to the nature of adults as learners.
There are numerous links that offer characteristics often associated with
the adult learner.
http://www.gwu.edu/~tip/index.html
Explorations in Learning & Instruction: The Theory into Practice
Database: TIP is a "tool intended to make learning and instructional
theory more accessible to educators." The database contains summaries for
50 major theories of learning and instruction, such as adult learning theory,
andragogy, multiple intelligences, etc. It also has links for learning
domains and learning concepts. Additionally there is a link of related
web sites.
http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm
Teaching Tips Index: This index is divided into sixteen categories
including assessment, communication, core abilities, course design, dealing
with stress, difficult behaviors, feel good about teaching, the first day,
how people learn, human development, motivating students, preparing a lesson
plan, preparing a course syllabus, teaching organization, teaching techniques,
and using questions effectively. Some of the categories have a sound icon
for your listening pleasure. This sight has something of interest for any
educator.
http://home.twcny.rr.com/hiemstra/distancenew.html
Roger Hiemstra’s Home Page: This is another site that has a tremendous
amount of information. It is a resource designed with information relating
to the general field of adult education, distance learning, instructing
and teaching methods and techniques for adult education, research methods,
self-directed learning, and several miscellaneous topics.
http://brainconnection.com
This site contains information about the brain for educators, parents
and the general public. Some of the highlights are neuro news, the image
gallery, which has pictures of the brain and ask Dr. Expert an advice column
for brain-related questions. The education connection has sections on brain
science in the classroom and the behavioral brain. Another section has
topics on aging, disorders, memory, intelligence, reading, language, and
how the brain works to name just a few. The site contains articles by prominent
researchers like Dr. Marion Diamond and Dr. Robert Sylwester. I found this
site to be full of very interesting information.
http://www.niace.org.uk/
Just wanted to show you that there are organizations all over the world
that focus on adult learning. This website focuses on adult learning in
England and Wales.
http://www.adultlearn.com
Has many links and information for adult learners and much more.
http://gseweb.harvard.edu/~ncsall/
This site is from Harvard University and it is the National Center for
the Study of Adult Learning and Literacy.
http://adulted.about.com/education
This site provides information about adult basic education and adult
literacy. It is a resource for course findings for those going back to
school. It provides information about associations, education events, employment,
GED, learner assessments, learner styles, vocational education, activities
to use in classes, learning disabilities, and self-directed learning.
http://www.adulted.about.com/education/adulted/
Site contains link on teaching tips, learning theory and much more.
http://odin.indstate.edu/level1.dir/adultlrn.html
Has links to literature, journal articles, research organization and
more.
http://www.lern.org/edctr/upcoming_online/teach_adults.htm
Help your teachers improve their skills. The course is relevant for
any person teaching a class, seminar, or course in-person.
http://www.wnp.ac.nz
The On-line Journal of Teaching Adults this page is for students to
publish completed work in the On-line Journal.
http://www.newhorizons.org
This site provides resources on various topics related to education.
Some categories they include are adult learning centers, which provides
articles and resources on adult learning in higher education and the work
place. It also provides resources and information teaching and learning
strategies, multiple intelligences, brain lab, and special needs and inclusion.
http://gseweb.harvard.edu/~ncsall/
National Center for the Study of Adult Learning and Literacy (NCSALL)
a collaborative effort between the Harvard University Graduate School of
Education and World Education.
http://archon.educ.kent.edu/
The Ohio Literacy Resource Center works with other adult organizations
to address the literacy needs of Ohio's citizens.
http://www.acenet.edu/clll/index.cfm
ACE's Center for Adult Learning and Educational Credentials goes through
different programs for the adult learner.
http://pzweb.harvard.edu
Harvard Project Zero: Howard Gardner is the director of this project.
Its mission is "to understand and enhance learning, thinking, and creativity
in the arts and other disciplines for individuals and institutions". There
are
links to many educational research projects.
http://www.hcc.hawaii.edu/intranet/committees/
This site will lead you to good links and teaching tips. Click on Faculty
Development Committee, this will give you the history and purpose of
the committee. Click on current activities and you can take it from there.
http://www.learninglabs.org/prodsvcs.htm
Applied learning labs show some great learning techniques and business
solution.
http://www.richland.cc.il.us/staff/sblahnik/misites.html
MBTI and Learning Styles, authored by Sheryl Blahnik, Ed.S, Richland
Community College, Decatur, Illinois: This site has many links pertaining
to learning styles and multiple intelligences. The Brain Anatomy,
which is very interesting is on this site, books by Howard Gardner, and
Mindshift
Connection.
http://alri.org
The Adult Literacy Resource Institute: This site will provide information
about adult literacy, basic education and ESOL Programs. This site provides
questions and answers about adult literacy, ESOL and Adult Basic Education.
Some of the questions it answers are "What is adult literacy?", "What is
literacy?", and where do people in the field come from. They provide publications.
The site also provides web sites for teachers and students, electronic
lists, lesson plans, software review, fundraising and grant information
and on-line training resources.
CONTINUING and/or COMMUNITY EDUCATION
http://www.education-world.com/
Education World – Where educators go to learn: This site provides information
for adults on continuing education. There are articles on adult education,
and provides information on where to the find the courses you need. It
provides information on the various subjects as well as administrative,
continuing education, adult education program, organization, internet resources
and programs, special education and vocational programs.
EDUCATIONAL RESOURCES IN GENERAL
http://mapping-your-future.org/
This site is sponsored by a group of guaranty agencies who participate
in the Federal Family Education Loan Program (FFELP) and are committed
to providing information about higher education and career opportunities.
http://www.fastWEB.com/
This site helps you do scholarship search and find out more information
on colleges of your choice.
http://www.suite101.com
This site has tons of links on many subjects.
http://www.firn.edu/doe/
Home page for the Florida Department of Education.
http://www.aalrc.org/
AALRC Office of Adult Learning Technology is part of the National LINCS
Network and has extensive information about literacy in all states.
http:// www.dogpile.com
A great search engine.
http://www.ascd.org
Association for Supervision and Curriculum Development: ASCD is
a "unique international, nonprofit, nonpartisan association of professional
educators whose jobs cross all grade levels and subject areas." This sight
is terrific!
It contains a wealth of information. Education news keeps one abreast of what’s happening in the world of education. The reading room contains journal articles, book chapters, newsletters, and other online resources. Another section HireEd.net is the employment marketplace for all educators. An online bookstore is available to purchase ASCD products.
http://www.edweek.org
Education Week: A free online magazine, which is updated weekly,
containing articles and information useful to all levels of education.
This site also includes a Daily News section, which provides articles related
to education from newspapers around the country. Another feature of this
comprehensive website is its In Context section. This page includes a large
selection of links that provide background information on key education
issues, information about each state, a glossary of education terms, and
a listing of major associations involved in educational policy and reform.
This site contains a great deal of information useful for educators, parents
and students.
http://gseweb.harvard.edu/~ncsall
National Center for the Study of Adult Learning and Literacy: NCSALL
is a collaborative effort between Harvard University Graduate School of
Education , World Education, The Center for Literacy, Studies at University
of Tennessee, Rutgers University and Portland State University. The goals
are:
#help adult educators define comprehensive agenda
#pursue basic and applied research
#build partnership
#disseminate research and best practices to practitioners, scholars
and policy makers.
This site provides links to other adult learning and literacy web sites. It’s a source for research, publication, teaching and training material, activities, scholarship information and a Practitioner Dissemination and Research Network (PDRN).
http://www.cal.org
Center for Applied Linguistics (CAL): Promotes and improves the teaching
of languages, identifies and solve problems related to language and culture
and serves as a resource for information about language and culture. CAL
disseminates information via print and the internet, provide professional
development for educators at all levels, conduct needs assessments and
perform program evaluations.
http://www.ed.gov/offices/OVAE
Office of Vocational and Adult Education: This site provides information
about programs, grants, and events related to adult education, vocational
education, school to work, high school reform, community colleges, correctional
education, tribal colleges and universities, community technical centers,
and empowerment zones and enterprise communities. It also provides legislative
and policy information on federal vocational education and adult education
programs. It also provides information on New American High School, which
is an integrated academic and technical education.
http://www.ascd.org
Association for Supervision and Curriculum Development: This association
is a unique international not for profit association of educators of all
grade levels and subject areas. This site provides information about new
resources, service learning, on-line training opportunities and tutorials.
It is provides two journals – Educational Leadership, The Journal of Curriculum
and Supervision, and Education Update, as well as books and newsletters.
The association’s mission is to forge convenants in teaching and learning
for the success of all learners. This site provides updates on education
news training information including conferences, institutes and on-line
tutorials.
http://www.firn.edu/
Florida Information Resource Network: This site provides information
on Florida Department of Education, Florida Public Schools, Florida Educators
Cyberspact Network, governing agencies and provides administrative and
instructional resources. Some of the instructional resources this site
provides are distance learning, K-12 resources by course, just for kids
information, post secondary resources, reference desk, resource databases,
and vendors.
http://novel.nifl.gov/
NIFL, National Institute for Literacy: This is an independent federal
organization leading toward a fully literate America. Its mission is to
assure high quality service to adults in need of stronger skills to take
advantage of lifelong learning. Some of the programs and services offered
are: equipped for future in order to set standards for adult education,
literacy and learning disabilities, literacy information and community
systems, policy and legislation, public awareness campaigns, national literacy
hotline and literacy leader fellowship programs. The site also answers
questions about adult literacy programs, statistics and funding.
http://www.apa.org/monitor/Jul98/tech.html
Azar, B. (1998, July). Older workers need not be left behind by technology.
APA
Monitor. Retrieved April 20, from the World Wide Web: Stories
abound about elderly individuals who refuse to learn about computers, ATMs,
and answering machines. Yet, older adults do not avoid technology any more
than younger people. Studies, however, do unquestioningly demonstrate that
older learners do utilize computers, electronic libraries, ATMs and other
high-tech devises in smaller numbers than younger learners. Why, since
older learners are equally interested and certainly able to learn technology
skills, do they not acquire these skills in the same numbers as their younger
counterparts? The answer may be that they do not have access to the technology
or the proper instruction in how to use it. Simply put, the barrier may
be access, not ability. The techniques for teaching older learners must
be modified to include more active instruction as opposed to more cognitively
demanding background which includes a great deal of extraneous information.
The article debunks another stereotype of the older learner. Given access,
and proper instruction, the older learner is capable of, and interested
in acquiring new technology skills. Studies such as this one have given
impetus to teaching older adults to utilize technology and to improving
strategies for the teaching of older learners.
http://www.apa.org/monitor/jun98/mood.html
Sleek, S. (1998, June). University program helps elderly adults improve
their memory and their high spirits. APA Monitor. Retrieved April
20, 2000 from the World Wide Web: The audience for this article is
primarily psychologists, educators, and graduate students. The article
addresses what can be done to improve mood and memory in older adults.
Using techniques pioneered at Michigan State University, elderly adults
have been assisted in understanding the norms of an age-related decline
in memory common to many senior citizens. Methods to improve their recall
have been successful. Visual images have proven a helpful strategy for
remembering names. For example, picturing a name such as "McKune" as a
"raccoon" jumping over building blocks. Participants are encouraged to
exercise "memory muscles" as they age, just as they exercise muscles in
the body. Many people are relieved to discover memory lapses are common
and usually not the beginning stages of dementia. Individuals identified
with signs of dementia or a mood disorder are referred to an appropriate
professional. Those experiencing memory lapses are guided through memory-building
exercises and assigned pleasant homework activities. In addition, relaxation
exercises such as guided imagery, visualizing a pleasant, calm place were
also practiced. Some study participants were still benefiting from improvement
as long as six months following the workshop. Adult learners and facilitators
benefit from such research by understanding the aging process and what
can be done to diminish its impact on older learners.
http://www.seniornet.org
This site provides access and education about computer technology and
internet for adults age 50 and older. It offers information on various
content areas, such as consumer education and healthy aging. It provides
educational programs, learning centers and on-line courses.
TECHNOLOGY or DISTANCE LEARNING
http://www.edu-marketing.com/AdultEd.htm
Adult Education in the News (Periodical): This site provides information
on distance learning programs and on-line forums discussing issues related
to the internet’s impact on adult education and training. It is a resource
of articles, interviews, and news on distance learning.
http://www.ecollege.com
eCollege: This site provides information about higher education programs
and courses offered on-line. It give information about certificate and
degree programs, provides an overview of the different on-line programs.
An individual can search for the college or degree program need on – line.
What eCollege.com does is provide technology and services to allow colleges
and universities to offer on-line courses.
Please send any comments to Dr. V.C. Bryan.
This page was created by Dr. V.C.Bryan with
research assistance by the following Department of Educational Leadership
students in ADE 6381 Adult Education and Assessment, Spring 2000:
Mr. B. Wayne Debee, Mr. David H. Grad, Ms. Margarita Kaufman, Ms. Denise
T. O'Connor, Mr. John W. Pennington, and Ms. Rosemarie Salsarulo.