California Adult Literacy Professional Development Project

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

Authors: Rebecca Bergey, Marcela Movit, Ashley Simpson Baird, and Ann-Marie FariaProduced 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.

Produced by California Adult Literacy Professional Development ProjectThis publication presents the outcomes of a multi-year initiative on enhancing adult learner persistence. It addresses three distinct but related efforts on learner persistence: (1) the adult learner persistence Web site developed by the California Department of Education, (2) a field-based research initiative (FBRI) on learner persistence, and (3) site-based study circles on learner persistence. The purpose of each of these efforts was the same: to make available to California adult educators information about current research findings on learner persistence and to invite them to use the findings to design and implement interventions to enhance the persistence of their adult learners.

Author: Juliana Taymans, TATC Consulting, October 2010Produced by Literacy Information and Communication System/National Institute for LiteracyThis review of research literature is intended to focus on adults in the areas of employment, adult education, and career development.

Authors: Mariann Fedele-McLeod, Anestine Hector-Mason, Steve Hinds, Rob Jenkins, Maricel Santos, Susan Pimentel, Jodi Crandall, American Institutes for Research, 2015This document outlines the core knowledge and skills that adult education teachers need to succeed in their roles. The Adult Education Teacher Competencies help teachers improve their effectiveness and learner outcomes. They also assist instructional leaders, professional developers, and teacher preparation faculty prepare effective professional development activities for teachers. 

Author: Susan Pimentel, 2013This 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.

Produced by U.S. Department of Education, Office of Career, Technical and Adult Education, 2016Designed 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, 2014This brief provides instructors, professional development coordinators, and program administrators with research and implementation guidance related to evidence–based professional learning and data–driven instruction.

Produced by California Adult Literacy Professional Development Project, 2006CALPRO offers these suggested guidelines for initiating and conducting discussion groups using the research digests, summaries, and bibliographies.

Authors: Institute for the Study of Adult Literacy (ISAL), The Pennsylvania State University Central Pennsylvania Workforce Development Corporation (CPWDC), North Central Workforce Development Board (NCWDB), Southern Alleghenies Workforce Development Board (SAWDB), and Pennsylvania College of Technology Produced by The Pathways to Employment initiative funded through the U.S. Department of Labor's 2015 Sector Partnership National Dislocated Worker Grant program, and supported by the Pennsylvania Department of Labor and Industry, February 2017.This guide was prepared by the Pathways to Employment Initiative of the Institute for the Study of Adult Literacy at The Pennsylvania State University, and three Pennsylvania Workforce Development Boards in partnership with local IET training providers (2017, February) to engage stakeholders in curricular collaboration. IET programs in IL, KS, KY, OH, PA, VA, WA and WI are highlighted including descriptions of their course offerings, objectives and partners. This resource focuses on addressing basic skills, rather than occupational skills to help students as they move along their career pathway.The resource is divided into six sections and provides highlighted program snapshots, lesson planning and program design considerations as well as questions and worksheets to foster discussion. Additional resources are also included with direct links to the aforementioned programs. Agencies and their partners can use the guide and ready-to-use tools as they collaborate in the planning and implementation of new or existing IET programs.