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

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Title: Toward a New Pluralism in ABE/ESOL Programs: Teaching to Multiple 'Cultures of Mind.' A 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
Source: National Center for the Study of Adult Learning and Literacy (NCSALL). 2001.
Availability: National Center for the Study of Adult Learning and Literacy (NCSALL). 44 Farnsworth Street, Boston, MA 02210. Tel: 617-482-9485; e-mail: ncsall@worlded.org; Web site: http://www.ncsall.net
Peer Reviewed: N
Page Count: 2
Publication Date: 2001
Document Type: Reports - Descriptive
Education Level: Adult Basic Education
Adult Education
High School Equivalency Programs
Postsecondary Education
Two Year Colleges
Descriptors: Adult Development, Adult Basic Education, Adult Learning, Adult Students, Program Effectiveness, Outcomes of Education, Best Practices, Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Cultural Pluralism, Longitudinal Studies, Community Colleges, Work Environment, Student Development, Parents, Family Literacy, Literacy Education, Role, High School Equivalency Programs, Academic Support Services, Educational Strategies, Immigrants
Geographic Terms: Massachusetts
Abstract: In much research, learners' perspectives tend to be considered in light of a program's expectations or U.S. society's definitions of learner needs, rather than considering how learners would define and make sense of their own experiences, hopes, and needs. In contrast, this study considers learners' meanings as the fundamental starting point for exploration. Key findings include: (1) Adult learners' ways of knowing can change significantly, even over a short period of time; (2) Cohorts are important to both supporting and challenging adult learners; (3) Differences in complexity of meaning systems are not highly associated with level of formal education; and (4) Developmental level shapes adult learners' choices, preferences, and experience of program learning. [This is a companion document to "Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures Of Mind." For the full report, see ED508683. For the executive summary, see ED508685.]
Abstractor: ERIC
Entry Date: 2010
Accession Number: ED508684
Database: ERIC
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  Data: National Center for the Study of Adult Learning and Literacy (NCSALL). 44 Farnsworth Street, Boston, MA 02210. Tel: 617-482-9485; e-mail: ncsall@worlded.org; Web site: http://www.ncsall.net
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  Data: In much research, learners' perspectives tend to be considered in light of a program's expectations or U.S. society's definitions of learner needs, rather than considering how learners would define and make sense of their own experiences, hopes, and needs. In contrast, this study considers learners' meanings as the fundamental starting point for exploration. Key findings include: (1) Adult learners' ways of knowing can change significantly, even over a short period of time; (2) Cohorts are important to both supporting and challenging adult learners; (3) Differences in complexity of meaning systems are not highly associated with level of formal education; and (4) Developmental level shapes adult learners' choices, preferences, and experience of program learning. [This is a companion document to "Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures Of Mind." For the full report, see ED508683. For the executive summary, see ED508685.]
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  Data: ED508684
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