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Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple 'Cultures of Mind.' Research Monograph. NCSALL Reports.

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Title: Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple 'Cultures of Mind.' Research Monograph. NCSALL Reports.
Language: English
Authors: Kegan, Robert, Broderick, Maria, Drago-Severson, Eleanor, Helsing, Deborah, Popp, Nancy, Portnow, Kathryn, National Center for the Study of Adult Learning and Literacy, Boston, MA.
Availability: For full text: http://gseweb.harvard.edu/~ncsall/research/reports.htm.
Peer Reviewed: N
Page Count: 637
Publication Date: 2001
Sponsoring Agency: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
Document Type: Reports - Research
Descriptors: Adult Basic Education, Adult Development, Adult Learning, Adult Literacy, Classroom Techniques, Community Colleges, Cultural Context, Cultural Differences, Cultural Pluralism, Education Work Relationship, Educational Attitudes, Educational Policy, Educational Research, English (Second Language), Family Literacy, Guidelines, Intergenerational Programs, Learning Motivation, Learning Processes, Literacy Education, Literature Reviews, Self Evaluation (Individuals), Skill Development, Student Attitudes, Student Characteristics, Student Experience, Student Needs, Teacher Student Relationship, Teaching Methods, Two Year Colleges, Urban Education
Abstract: This document contains information about and from a study of the experiences of 41 adults enrolled in adult basic education/English for speakers of other languages (ABE/ESOL) programs that was conducted to determine what their learning meant to them and to identify strategies for developing a new pluralism in ABE/ESOL classrooms and teaching to multiple "cultures of mind." Chapter 1 situates the study's approach within the context of the ABE/ESOL literature. Chapter 2 provides an overview of the study methodology and the developmental perspective underpinning the study. Chapters 3-9 consist of the following reports that emerged from the study: "Our Developmental Perspective on Adulthood" (Nancy Popp, Kathryn Portnow); "A Developmental View of ESOL Students' Identity Transitions in a Urban Community College" (Deborah Helsing, Maria Broderick, James Hammerman); "'Becoming What I Really Am': Stories of Self-Definition and Self-Expansion in an Even Start ABE/ESOL Family Literacy Program: A Developmental Perspective" (Kathryn Portnow, Ann Diamond, Katie Pakos Rimer); "'Not I Alone': The Power of Adult Learning in the Polaroid Cohort" (Eleanor Drago-Severson, Jennifer Garvey Berger); "'We're Trying to Get Ahead': A Developmental View of Changes in Polaroid Learners' Conceptions of Their Motivations for Learning, Expectations of Teachers, and Relationship to Work" (Eleanor Drago-Severson); "Competence as a Developmental Process" (Nancy Popp, Lisa Boes); and "Towards Meaning-Centered Considerations of Policy and Practice: Summary and Implications." Most chapters contain substantial bibliographies. A standardized measures analysis report and developmental skill matrices are appended. (MN)
Entry Date: 2002
Accession Number: ED465014
Database: ERIC
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  Data: Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple 'Cultures of Mind.' Research Monograph. NCSALL Reports.
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  Data: This document contains information about and from a study of the experiences of 41 adults enrolled in adult basic education/English for speakers of other languages (ABE/ESOL) programs that was conducted to determine what their learning meant to them and to identify strategies for developing a new pluralism in ABE/ESOL classrooms and teaching to multiple "cultures of mind." Chapter 1 situates the study's approach within the context of the ABE/ESOL literature. Chapter 2 provides an overview of the study methodology and the developmental perspective underpinning the study. Chapters 3-9 consist of the following reports that emerged from the study: "Our Developmental Perspective on Adulthood" (Nancy Popp, Kathryn Portnow); "A Developmental View of ESOL Students' Identity Transitions in a Urban Community College" (Deborah Helsing, Maria Broderick, James Hammerman); "'Becoming What I Really Am': Stories of Self-Definition and Self-Expansion in an Even Start ABE/ESOL Family Literacy Program: A Developmental Perspective" (Kathryn Portnow, Ann Diamond, Katie Pakos Rimer); "'Not I Alone': The Power of Adult Learning in the Polaroid Cohort" (Eleanor Drago-Severson, Jennifer Garvey Berger); "'We're Trying to Get Ahead': A Developmental View of Changes in Polaroid Learners' Conceptions of Their Motivations for Learning, Expectations of Teachers, and Relationship to Work" (Eleanor Drago-Severson); "Competence as a Developmental Process" (Nancy Popp, Lisa Boes); and "Towards Meaning-Centered Considerations of Policy and Practice: Summary and Implications." Most chapters contain substantial bibliographies. A standardized measures analysis report and developmental skill matrices are appended. (MN)
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  Data: 2002
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 637
    Subjects:
      – SubjectFull: Adult Basic Education
        Type: general
      – SubjectFull: Adult Development
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      – SubjectFull: Adult Learning
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      – SubjectFull: Adult Literacy
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Community Colleges
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      – SubjectFull: Cultural Context
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Cultural Pluralism
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      – SubjectFull: Education Work Relationship
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      – SubjectFull: Educational Attitudes
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      – SubjectFull: Intergenerational Programs
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Learning Processes
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      – SubjectFull: Literacy Education
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      – SubjectFull: Skill Development
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Two Year Colleges
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      – TitleFull: Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple 'Cultures of Mind.' Research Monograph. NCSALL Reports.
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