This technical assistance paper provides guidance to individuals with test administration responsibilities in adult education programs. These policies apply to the approved assessments that programs may use to report educational gains in compliance with the National Reporting System (NRS) requirements. The NRS is the accountability system for the…

Too often the professional development provided for teachers of mathematics is a short-term, one-shot effort. Today's shrinking budgets, increasing class sizes, and growing demands on teachers' time present further challenges. For the past six years, staff development efforts in the author's district have focused on language arts with little…

Among public institutions, the library has great potential for helping the poor and disenfranchised. For many, the library is the only refuge for information, literacy, entertainment, language skills, employment help, free computer use and even safety and shelter. Experts Glen and Leslie Holt, with decades of service to inner city communities…

The Greater Pittsburgh Literacy Council (GPLC) has made a strong commitment to professional development for its paid staff and ongoing training for its volunteers. During its 25-year history, GPLC has faced three challenges as it implemented its current staff development system. In this article, the author discusses these three challenges: (1)…

The author describes a workplace literacy program designed by the Milwaukee SER-Jobs for Progress, Inc. for Res Manufacturing Company. This program enabled Res Manufacturing to upgrade its employees' basic skills, increase productivity, and eliminate the need for layoffs. (CH)

This exercise is intended to help those working with adult basic education (ABE) students gain greater insight into the interests and concerns of adults entering their program. It is a group activity that presumes that at least some of the participants are familiar with entering students. It can be adapted to reflect the traditional two or three…

The 1974 seminar of the Region Four Adult Basic Education Staff Development Project had four purposes: (1) to make adult educators aware of new materials and techniques developed in the region; (2) to communicate the methods used to distribute these products; (3) to describe the systems used to relate human and institutional resources in a…

Staff development in adult basic education programs is discussed and the University of Northern Iowa's Adult Practical Action Program is examined. (LH)

The document is concerned with the accomplishments of the Region Five Adult Basic Education Staff Development Project. An introduction and background information are followed by a review of the 10 objectives achieved in phase two. Succeeding brief sections provide a review of the management and decision-making process; a list of Region Five Staff…

This document contains 404 abstracts relating to pertinent aspects of staff development in adult education, and should be useful as a resource for adult educators, graduate students in adult education, staff development personnel, and decision makers at all levels of adult basic education staff development. Materials cited are those not easily…

Indicates that staff development is a fundamental part of adult basic education. Describes a staff development program used in New Mexico and makes recommendations for other programs. (JOW)

Survey responses from 67 Florida directors of adult basic and literacy education (100%) and 145 of 169 Ohio directors indicated that a much larger number of teachers have access to computers than actually use them to teach writing. There is little staff development related to computer use, and funding is a major inhibiting factor. (SK)

Preparation of instructors is considered to be one of the greatest needs in adult basic education (ABE) and English-as-a-Second Language (ESL) programs. Many ABE and ESL teachers and volunteer instructors receive little or no training, either in subject matter content or in the process of teaching English to adults. The challenge for the adult…

This document provides information about five adult basic education (ABE) staff development programs that illustrate the use of the principles identified in a research report. (The 70 principles and 39 corresponding techniques relate to planning and conducting training for ABE teachers and other staff.) Each of these staff development projects…

Hamilton's critique of the National Federation for Educational Research (NFER) study, Progress in Adult Literacy, addresses the conceptualization of literacy, flaws in the research design, school-oriented focus, and validity and reliability of tests used; she suggests a research strategy. Brooks summarizes NFER's response. (SK)