Journal of Applied Research on Learning, Vol. 3, Article 3, 2010
This study looks at changes in instruction methods by content area teachers in the presence of social constructivist theory, which usually encourages collaborative learning and suggests that students use active techniques to build their knowledge.
Literacy and Numeracy Studies: International Journal in the Education and Training of Adults, 15(2) 57-72
This study was undertaken by researchers from the University of Ottawa in Canada, the University of London in the United Kingdom, and the University of Maryland in the United States. Their goal was to investigate how adult students learn collaboratively with their peers in both formal and non-formal adult literacy programs and what teaching styles best support this learning.
Prepared as a requirement for a master of arts degree at Alberta’s Athabasca University, this thesis offers a qualitative approach to research on adult literacy.
The author focuses on participatory literacy education, which is based on the belief that learners themselves should be at the centre of literacy instruction, defining their own needs and working out approaches to meeting those needs.
On May 3 and 4, 2002 nearly eighty practitioners came together for the first Native Literacy and Learning, Aboriginal Perspectives Symposium held at the Ontario Institute for Studies in Education/University of Toronto (OISE/UT). There were fourteen presenters on a broad range of topics on the barriers and supports in literacy, ranging from "Healing the Spirit" to "Deaf Literacy."
This research project was developed to engage literacy stakeholders in a research initiative relevant to Aboriginal people. The intent is to facilitate a process that will ensure that Native literacy in Ontario is perceived, acknowledged and recognized “wholistically” as distinct to Aboriginal peoples, in relation to mainstream literacy.
Women's Education des femmes, Fall 1991 - Vol. 9, No. 2
In this article, the author, a professor of mathematics in a postsecondary institution, tells the story of her efforts to change her teaching style in order to avoid discriminating against students who are currently denied access to mathematics. She succeeded in providing a more meaningful and equal mathematics education for all students.
This article explores how writing is viewed and used in adult literacy programs as a method of increasing self-awareness. The authors conducted a survey of selected literacy programs, to test assumptions about writing attitudes and practices, and to guide professional development planning for adult literacy coordinators. This article presents the findings of the survey, and discusses implications for professional development training.
