California Adult Literacy Professional Development Project

Author: Sandra Kerka, The Ohio State University, January 2005
Produced by California Adult Literacy Professional Development Project

Among the foundational learning theories used to guide practice in adult education are self–directed learning and transformative learning. Although both have been widely discussed and researched, only a small number of studies focus specifically on applying these theories to the experiences of learners in Adult Basic Education (ABE), General Educational Development (GED), or English as a Second Language (ESL). This brief describes implications of this research for practice with ABE, GED, and ESL learners.

Author: John Tibbetts and Anestine Hector-Mason, September 2015
Produced by California Adult Literacy Professional Development Project

Collaboration has been shown through research to be an effective strategy both in the classroom and in program management. This CALPRO Research Brief examines the research as it applies to both Professional Learning Communities (PLCs) at the program level, and to classroom instruction, and finds that in both applications collaboration improves outcomes.

Authors: Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy; Alan M. Lesgold and Melissa Welch-Ross, Editors; National Research Council (2012).

This 504-page report synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. From the National Academies Press (NAP) Web site, readers may read the report online, download free PDF files of the full report and a 24-page summary, or purchase the book. Visit the NAP Web site.

Authors: Sandra Kerka, The Ohio State University, and Erik Jacobson, CALPRO, January 2005

This annotated bibliography highlights readings that speak to the problem of defining participatory education ("what is it?") and the methods for putting this theory into practice ("how do you do it?").

Authors: Cherise G. Moore, Ph.D, June 2011

This article examines the role counseling plays in adult learner transitions from adult education programs to postsecondary education. In recent years, there has been a growth in the research on adult learner transitions to postsecondary education. In this brief, the research findings and recommendations are shared on the role of counselors in successfully transitioning adult learners to postsecondary education and ensuring they are successful in meeting their educational goals of entering postsecondary education.

Author: Anne Mishkind, CALPRO, July 2016

This brief provides an overview of research on effective teaching that can be applied in multiple settings by a broad range of teachers across diverse settings. Adult education in California takes place in environments including school districts, community colleges, community-based organizations, libraries, and correctional facilities, and serves students with skills that range from basic literacy to international professional training. Across contexts, research finds that effective teaching is enriched by:

• thoughtful attention to student backgrounds,
• collecting and using student data to inform the implementation of evidence based practices including (1) learner-centered instruction, (2) rich and contextualized content knowledge, (3) use of standards to inform learning objectives, and (4) attention to foundational skills and higher-order thinking, and planning for professional development that targets specific teacher competencies

Authors: Martha Bigelow and Robin Lovrien Schwarz, September 2010
Produced by Literacy Information and Communication System/National Institute for Literacy

This paper reviews a variety of research, including that on language acquisition, literacy development in adults and children, cognition and brain functioning, adult education, and professional development.

Author: Erik Jacobson, CALPRO, May 2006

CALPRO collaborated with the National Center for the Study of Adult Learning and Literacy and the Portland State University Lab School as part of the Northwest Practitioner Knowledge Institute. After an introduction to the Lab School's research, practitioners developed and implemented research-based instructional strategies in their classrooms. This brief provides an overview of the project, participating teachers’ first-hand accounts of their research projects, and related resources.

Author: The National Center for Family Literacy and The National Center for ESL Literacy Education at the Center for Applied Linguistics, 2008

This toolkit is intended to support to adult education and family literacy instructors who are new to serving adult English language learners, but it contains information that is useful for more experienced teachers as well.

Authors: Rebecca Bergey, Marcela Movit, Ashley Simpson Baird, and Ann-Marie Faria
Produced by the American Institutes for Research, March 2018.

The American Institutes for Research addresses how the growing English Language Learner (ELL) population in higher education is served and the challenges it presents given the vast array of student needs. Three student profiles exemplify the broad categories generally used to classify the ELL higher education population: international students, recent immigrants. or Generation 1.5 students. and the diversity within each group. Given the wide range of needs for students to meet their educational or occupational goals successfully, the paper outlines institutional and classroom level considerations by defining challenges, reviewing best practices, and suggesting ways to leverage technology.