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Full-Text Articles in Education
Breaking The Language Barrier: A Report On English Language Services In Greater Boston, Cristine Smith, L. Soricone, N. Singh, J. Commings, K. Shields, L. Stacks, A. Tull
Breaking The Language Barrier: A Report On English Language Services In Greater Boston, Cristine Smith, L. Soricone, N. Singh, J. Commings, K. Shields, L. Stacks, A. Tull
Center for International Education Faculty Publications
Assesses Massachusetts' English for Speakers of Other Languages system, demand and supply for services, their quantity and quality, and challenges such as lack of coordination. Recommends ways to reduce gaps in services and raise efficiency and quality.
Certifying Adult Education Staff And Faculty, Cristine Smith, R. Gomez
Certifying Adult Education Staff And Faculty, Cristine Smith, R. Gomez
Center for International Education Faculty Publications
The Council for Advancement of Adult Literacy (CAAL) commissioned this paper to help inform a CAAL Roundtable in New York City in June 2010. It examines three broad questions: (1) What adult education “certification and credentialing” systems for teachers and staff are currently in use in the U.S. (in terms of standards, requirements, and mechanisms)? (2) What benefits could a comprehensive adult education certification system have—for learners, teachers, and institutions? And (3), based on current practice and understanding, what steps might be taken to further examine difficult issues and develop a comprehensive certification system if one is desired?
The Great Dilemma Of Improving Teacher Quality In Adult Learning And Literacy, Cristine Smith
The Great Dilemma Of Improving Teacher Quality In Adult Learning And Literacy, Cristine Smith
Center for International Education Faculty Publications
Recent research from the K-12 field indicates that professional development (PD) is a necessary (although not sufficient) factor in improving teacher quality. The research also clearly identifies ways to make professional learning activities for teachers effective. Yet the adult basic education and literacy (ABEL) field is not, for the most part, making use of this evidence in the design and support of PD for its teachers. The dilemma is that evidence-based teacher preparation practice can contribute to improved teacher quality, but it requires restructuring the way PD services are offered to the wide range of ABEL teachers. In this paper, …
Improving Higher Education Through User-Inspired Research: Findings From Multi-National Needs Assessments, Joseph B. Berger
Improving Higher Education Through User-Inspired Research: Findings From Multi-National Needs Assessments, Joseph B. Berger
Center for International Education Faculty Publications
No abstract provided.
Learning For All: Alternative Models & Policy Options, Ash Hartwell
Learning For All: Alternative Models & Policy Options, Ash Hartwell
Center for International Education Faculty Publications
The greatest barrier to achieving the Millennium Development and Education for All goal of universal, quality primary education by 2015 is the inability of public education systems in the poorest countries to adequately reach and educate large segments of their populations .Not only are significant numbers of children underserved in terms of access to education, the public schooling that is provided fails to provide most who do attend with basic literacy and life skills. This failure has enormous consequences for national education systems, for countries’ human resources and economic development. However, complementary models for providing primary schooling, typically provided through …
Building Professional Development Systems In Adult Basic Education, Cristine Smith, A. Belzer, C. Drennon
Building Professional Development Systems In Adult Basic Education, Cristine Smith, A. Belzer, C. Drennon
Center for International Education Faculty Publications
Comprehensive review of policy and practice in professional development for adult basic education. Provides some historical background and a discussion of professional development systems in five different states and discusses future implications.
Understanding The Organizational Nature Of Student Persistence: Empirically-Based Recommendations For Practice, Joseph B. Berger
Understanding The Organizational Nature Of Student Persistence: Empirically-Based Recommendations For Practice, Joseph B. Berger
Center for International Education Faculty Publications
This article builds on the assumption that colleges and universities are organizations and subsequently that the organizational perspective provides important insights for improving retention on college and university campuses. A review of existing organizational studies of undergraduate persistence serves as the basis for ten empirically-based recommendations for practice that are designed to help campus leaders improve the effectiveness of retention efforts on campus.