Increasing Engagement and Student Persistence Through Distance - and Blended-Learning Models; What the Research Says and Which Practice Work
Authors: Anthony Burik, Mariann Fedele-McLeod, Debalina Ganguli, Martin D. Griffin, Hilary Iserman, Nicole Jordan, Stephanie Kriebel, Yecsenia Lorenzo, Courtney McMahon, Katie Callahan Neginskiy, Penny Pearson, Theresa Petersen, Kristi Reyes, Thoibi N. Rublaitus, Shannon Swain, Lila Young, Carolyn ZachryThis evidence to action brief presents recent research on distance learning in adult education and provides an important contemporaneous account of how California adult education rose to meet the challenge of continuing to serve adult learners during the pandemic. This brief captures a snapshot of the current state of practice and evidence, including identified challenges and corresponding best practices. Additionally, it looks towards the future as adult education continues to address the identified challenges of distance learning in innovative ways, as well as to harness the ample benefits and potential for students.
Adult English Language Learners with Limited Literacy
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.
Serving English Language Learners in Higher Education: Unlocking the Potential
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.
The California Adult Education Learner Persistence Project
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.
English Language Proficiency 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.
Integrated Education and Training (IET) Clinic
The California Adult Literacy Professional Development Project (CALPRO) and the California Department of Education are pleased to offer a unique professional learning opportunity! Join other agency teams of ESL instructors, CTE instructors, and program administrators for an Integrated Education and Training (IET) Implementation Clinic.
FORMAT
There are five principal features of this unique online professional learning opportunity, which is open to up to 8 agency teams (each team is composed of 3 staff members).
1) Two day-long virtual training sessions. Participants will have the opportunity to engage in interactive planning and curriculum development activities as well as to share best practices.
2) Live, interactive discussion through three 75-minute online webinars with engaging guest speakers, seasoned facilitators, peer mentors, and colleagues from around the state (see below for complete details). In each meeting we will:
- Highlight the relevancy and value of the featured topic for the work that we do
- Explore best and promising practices in the featured topic
- Learn from subject matter experts and peer mentors on effective related strategies
- Share successes and common challenges with fellow teachers and program administrators
- Get help on solving issues we face
Topics will be tailored to the needs of the participating practitioners and identified through the application process and may include:
- Starting Strong: Developing the Team Teaching Partnership
- Co-Teaching & Alternating Teaching: Which Model, Why, And How?
- Developing a Single Set of Learning Objectives & Integrating Lesson Plans
- Building an Integrated Syllabus
- Promising Intake & Onboarding Strategies for lET
- Action Planning: Process considerations, potential challenges, and solutions to address challenges.
- IET and Distance Learning: Considerations & Strategies
3) Ongoing online discussions, sharing, and resource creation through a designated private group within CALPROâs online Community of Practice.
4) Completion of a capstone project and presentation of the project at the second day-long session.
5) Coaching now included! IET clinic participating teams will now have the support of an IET implementation coach to support you for nine months upon completion of the IET clinic.
For more information, contact calpro@air.org.
Research Forum: Integrated Healthcare Curriculum and Instruction
Join us for an insightful webinar showcasing the integrated healthcare curriculum and instruction presented by two California adult education agencies. We are featuring the Pharmacy Clerk Pathway at Charles A. Jones Career and Education Center and the Phlebotomy Pathway at Saddleback College.
Our panel of practitioners will share effective instructional practices and examples of healthcare contextualization. Learn how these programs are designed to support adult English language learners in achieving their healthcare career goals through coordinated efforts.
Join us to discover practical strategies for enhancing healthcare pathways in your own programs!
Research Forum: Media Literacy for Adult Learners: Enhancing Critical Thinking Skills in the Digital Age
In today's world, media literacy is an essential skill for adults to participate in academic, professional, and community activities. This webinar will explore the importance of media literacy in adult education, providing practical tools and strategies to help learners critically evaluate media sources, understand the impact of media on society, and navigate the digital landscape with confidence. Participants will gain insights into fostering critical thinking and media analysis skills among adult learners, empowering them to become informed and engaged community members.
Research Forum: Strategies for Effective Instruction: Fundamentals of Adult Education
Research Forum Webinar on Fundamentals of Adult Education Instruction
Facilitator: Sachiko Oates
Planning for Student Success: Barrier Busters and Support Strengtheners
This worksheet is designed to support students in Integrated Education and Training (IET) programs, but it is also suitable for use with all adult education learners during orientation. It helps students identify potential obstacles to educational success and document both personal support systems and wraparound services available through the program or its partners.