Discusses a variety of programs, practices, and materials available to the teacher of adult basic education. (MKM)

One adult's description of what it is like to be illiterate and then learn to read. (DD)

The transmission model of family literacy devalues women's home literacy practices and conceives of women primarily as conduits. It implies a simple cause-and-effect relationship with children's achievement. It obscures women's desire for change, the conflicts they experience in attempting to change, and cultural differences among women. (SK)

Reflects on transnationalism, UNESCO's role, and the new realities of South Africa. Suggests the need for critical awareness of Western domination, understanding of adult education as culture and sector, the importance of rejuvenating civil society, and design of curricula from life as it is lived. (SK)

The Tests of Adult Basic Education (TABE) and Tests of Adult Literacy Skills were used to place 168 adult literacy students into classes. The 37-minute TABE Locator Test predicted placements as well as or better than the full 3-hour TABE. Therefore, lengthy placement tests for four or fewer class levels may not be necessary. (SK)

Adult students in 4 groups (24 reading disabled, 5 math disabled, 4 reading and math disabled, and 60 nondisabled) completed 2 screening batteries: (1) Wide Range Achievement Test (WRAT) and Barona Premorbid Intelligence Index and (2) WRAT and Kaufman Brief Intelligence Test. Resulting classifications correctly identified approximately 80% as…

Describes some of the techniques the Institute for Career Development (ICD) uses to establish a learning community among the program leaders, including instructors. Considers how when adult education programs are structured with both centralized and decentralized elements, the organic and ongoing staff development needs can be addressed indirectly…

Analysis of 410 adult educators' responses to the definition of professional development impact suggests a framework defining impact in terms of changes in practice, professional knowledge, attitudes, program structures, and the field. Although learner outcomes were a key goal, the possibilities for professional development were wider. (Contains…

Six adult basic education programs were examined to understand why they reported higher than average attendance for welfare recipients. Learners saw class not as mandatory, but as a way to achieve goals. Programs focused on engagement, a precursor to learning. Engagement factors included beliefs about teaching/learning, relationships, learning…

Reviewed four studies of nonparticipation in adult basic education programs and found that nonparticipants are not homogeneous and have aspirations that may or may not involve education. Determined that nonparticipation is more complex than previously assumed. (JOW)

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)

Analysis of 147 articles from "Adult Literacy and Basic Education" and "Adult Basic Education" from 1983-1992 determined that the most frequent contributors were from Penn State and Northern Illinois Universities. Among the 11 content categories, 20% addressed instructional strategies; 62% were qualitative. Male and female authors published in…

Collaborative learning proved to be a key strategy in overcoming fear of math and developing adult numeracy skills. Working in groups enabled sharing, discovery, and reflection on the learning process in a confidence-building atmosphere. (SK)

Open-ended tasks for developing numeracy skills reflect the fact that real-life math problems are seldom closed or have a single right answer. The "giving a party" problem shows how different math concepts and problem-solving skills can be brought out in open-ended tasks. (SK)

Argues that providing accessible adult basic education in South Africa will call for a flexible approach in terms of both the languages of learning and variety of areas of learning that will be regarded as acceptable for accreditation. (SR)