This page provides a compilation of resources on varied topics relevant to adult educators. Although the number of research studies focusing on adult learners is limited, the items listed in the "Research" category are evidence-based or recognized as "promising practices" by federal and state agencies.
This brief explores the application of the Social Emotional Learning (SEL) principles and related frameworks in adult education. Incorporation of SEL holds great promise in empowering adult learners with the skills needed for personal growth, career success, and active participation in society. It further examines how educators' overall well-being through their own development of SEL skills benefits both the educa ...
Resource type: Research Publications
AUDIENCE: Administrators , All teacher types
Topic: Student Engagement and SupportÂ
File Type: PDF
Author: Susan Pimentel, 2013
This document presents a set of college and career readiness standards (CCRS) of the content that is most relevant for preparing adult students to succeed in colleges, technical training programs, work and citizenship. In the areas of English language arts/literacy and mathematics. These standards were derived from the Common Core State Standards.
Author: Dr. Anestine Hector-Mason, American Institutes for Research, February 2013
Standards-based education reform is one of many education models that call for the establishment of standards to promote positive student outcomes, which are often determined psychometrically through standards-based assessments. From this perspective, the establishment of clear, measurable standards for teaching and learning is considered to be fundamental to all teaching-learning endeavors, because the standards are considered to be at the helm of policies that specify what students need to know and do to succeed; what teachers need to know and do to support student success; what schools and programs need to provide to support teachers and students; what curricula supporting student success should include; and what assessments will be used to measure student and teacher success. Overall, the question of how success for all students can be achieved in a multicultural society like the United States is an essential one, and standards-based education seems to provide some answers.
Produced by U.S. Department of Education, Office of Career, Technical and Adult Education, 2016
Designed to support effective instruction of adult English language learners, this document presents a set of correspondences to the college and career readiness standards (CCRS) for English language arts/literacy, mathematical and science practices.
Author: Anne Mishkind, American Institutes for Research, 2014
This brief provides instructors, professional development coordinators, and program administrators with research and implementation guidance related to evidenceâbased professional learning and dataâdriven instruction.
Authors: Renee Sherman, John Tibbetts, Darren Woodruff and Danielle Weidler, American Institutes for Research, February 1999 2006
This document provides instructors, administrators, and professional development coordinators with a practical set of competencies and performance indicators that can be utilized for improving the quality and effectiveness of adult education programs.
Authors: Renee Sherman, John Tibbetts, Dionne Dobbins, and Danielle Weidler, American Institutes for Research, May 1997
This publication identifies a set of recognized skills and knowledge areas possessed by effective program administrators. The purposes of this publication are to enable adult education administrators to think reflectively about their programs, to identify areas of strengths and areas for improvement for themselves and for their programs, and to plan and implement strategies that enhance the overall quality of their program.
Authors: Renee Sherman, Dionne Dobbins, John Tibbetts, Judith Crocker, and Michael Dlott, American Institutes for Research, March 2002
This publication introduces an assessment instrument to help programs implement the management competencies. What follows is a detailed description of the Management Competencies Assessment Instrument (MCAI), including an overview of the various types of evidence that will help verify of the existence of the competencies.
Authors: Renee Sherman, Dionne Dobbins, John Tibbetts, Judith Crocker, and Michael Dlott, American Institutes for Research, April 2002
This publication identifies a set of recognized skills and knowledge areas possessed by effective professional development coordinators. The purposes of this publication are to enable professional development staff and their supervisors to think reflectively about their professional development system, to identify how the system builds on the strengths of the coordinator and the professional development staff, to identify where there is room for improvement in both the coordination and delivery of services, and to plan and implement strategies that enhance the overall quality of their program's professional development activities.
Author: Jane G. Coggshall, American Institutes for Research, produced for the National Comprehensive Center for Teacher Quality, May 2012.
This brief discusses how state-level professional development policy, teacher certification policy, teacher evaluation policy, and teacher compensation policy can come together to build systems to support professional learning that effectively supports helping learners become ready to succeed in postsecondary education and the workforce in the 21st century.
Authors: Mark Kutner and John Tibbetts, American Institutes for Research, May 1997
This paper describes three components of an ideal professional development system: an intergovernmental infrastructure supporting professional development, the availability and delivery of multiple professional development activities and approaches that are based upon the systematically determined needs of both instructors and programs, and ongoing evaluation.
