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Towards a New Pluralism in ABE/ESOL Programs: Teaching to Multiple 'Cultures of Mind.' NCSALL Research Brief.

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Title: Towards a New Pluralism in ABE/ESOL Programs: Teaching to Multiple 'Cultures of Mind.' NCSALL Research Brief.
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://ncsall.gse.harvard.edu/research/brief19.pdf.
Peer Reviewed: N
Page Count: 4
Publication Date: 2002
Sponsoring Agency: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
Intended Audience: Practitioners
Document Type: Information Analyses
Descriptors: Acculturation, Adult Development, Adult Education, Adult Learning, Adult Literacy, Adult Programs, Adult Students, Change, Cognitive Style, Cultural Context, Diversity (Student), Educational Research, English (Second Language), Family Literacy, Group Dynamics, Inplant Programs, Learning Processes, Literacy Education, Role, Second Language Instruction, Student Attitudes, Transformative Learning, Two Year Colleges
Abstract: A study explored how adults perceived program learning; whether program learning helped them enact a particular social role; and whether they changed while participating in the program. For a year or more, researchers studied experiences of learning and change of 41 adult learners enrolled in three programs--at a community college, family literacy site, and workplace--intended to enhance English language fluency, content knowledge, and effectiveness in roles as students, parents, or workers. The research approach used a constructive-developmental perspective. Findings indicated adults changed in at least these three important ways: informative, transformative, and acculturation; cohorts were important to supporting and challenging adult learners; differences in complexity of meaning systems were not highly associated with level of formal education; and development level shaped adult learners' choices, preferences, and experience of program learning. Implications were that teachers and program developers should be prepared to engage developmentally diverse learners; awareness of meaning systems can inform teachers' expectations of learners; teachers should use a range of pedagogical approaches to collaboration; program designs should bring learning groups together at the same time, preserve the group's continuity, and have a common goal; and research regarding adult basic education teachers' ways of knowing would be beneficial. (YLB)
Entry Date: 2003
Accession Number: ED471976
Database: ERIC
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  Data: Towards a New Pluralism in ABE/ESOL Programs: Teaching to Multiple 'Cultures of Mind.' NCSALL Research Brief.
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  Data: <searchLink fieldCode="AR" term="%22Kegan%2C+Robert%22">Kegan, Robert</searchLink><br /><searchLink fieldCode="AR" term="%22Broderick%2C+Maria%22">Broderick, Maria</searchLink><br /><searchLink fieldCode="AR" term="%22Drago-Severson%2C+Eleanor%22">Drago-Severson, Eleanor</searchLink><br /><searchLink fieldCode="AR" term="%22Helsing%2C+Deborah%22">Helsing, Deborah</searchLink><br /><searchLink fieldCode="AR" term="%22Popp%2C+Nancy%22">Popp, Nancy</searchLink><br /><searchLink fieldCode="AR" term="%22Portnow%2C+Kathryn%22">Portnow, Kathryn</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+the+Study+of+Adult+Learning+and+Literacy%2C+Boston%2C+MA%2E%22">National Center for the Study of Adult Learning and Literacy, Boston, MA.</searchLink>
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  Data: For full text: http://ncsall.gse.harvard.edu/research/brief19.pdf.
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  Data: N
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  Data: 4
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  Data: 2002
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  Data: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
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  Data: Practitioners
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  Data: Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Acculturation%22">Acculturation</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Development%22">Adult Development</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Learning%22">Adult Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Literacy%22">Adult Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Programs%22">Adult Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22Change%22">Change</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+%28Student%29%22">Diversity (Student)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Literacy%22">Family Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Inplant+Programs%22">Inplant Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A study explored how adults perceived program learning; whether program learning helped them enact a particular social role; and whether they changed while participating in the program. For a year or more, researchers studied experiences of learning and change of 41 adult learners enrolled in three programs--at a community college, family literacy site, and workplace--intended to enhance English language fluency, content knowledge, and effectiveness in roles as students, parents, or workers. The research approach used a constructive-developmental perspective. Findings indicated adults changed in at least these three important ways: informative, transformative, and acculturation; cohorts were important to supporting and challenging adult learners; differences in complexity of meaning systems were not highly associated with level of formal education; and development level shaped adult learners' choices, preferences, and experience of program learning. Implications were that teachers and program developers should be prepared to engage developmentally diverse learners; awareness of meaning systems can inform teachers' expectations of learners; teachers should use a range of pedagogical approaches to collaboration; program designs should bring learning groups together at the same time, preserve the group's continuity, and have a common goal; and research regarding adult basic education teachers' ways of knowing would be beneficial. (YLB)
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  Data: 2003
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  Data: ED471976
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      – Text: English
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      Pagination:
        PageCount: 4
    Subjects:
      – SubjectFull: Acculturation
        Type: general
      – SubjectFull: Adult Development
        Type: general
      – SubjectFull: Adult Education
        Type: general
      – SubjectFull: Adult Learning
        Type: general
      – SubjectFull: Adult Literacy
        Type: general
      – SubjectFull: Adult Programs
        Type: general
      – SubjectFull: Adult Students
        Type: general
      – SubjectFull: Change
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Cultural Context
        Type: general
      – SubjectFull: Diversity (Student)
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Family Literacy
        Type: general
      – SubjectFull: Group Dynamics
        Type: general
      – SubjectFull: Inplant Programs
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Role
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Transformative Learning
        Type: general
      – SubjectFull: Two Year Colleges
        Type: general
    Titles:
      – TitleFull: Towards a New Pluralism in ABE/ESOL Programs: Teaching to Multiple 'Cultures of Mind.' NCSALL Research Brief.
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            NameFull: Helsing, Deborah
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