DOCSLIB.ORG

Uucumeht =Wire

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

UUCUMEHT =WIRE ED 333 180 CE 058 202 AUTHOR Taylor, Maurice C., Ed.; And Others TITLE Basic Skills for the Workplace. REPORT NO ISBN-0-921472-06-4 PUB DATE 91 NOTE 513p. AVAILABLE FROM Culture Concepts Inc., 5 Darlingbrook Crescent, Toronto, Ontario M9A 3H4 ($29.00). PUB TYPE Collected Works - General (020)-- Reports - Descriptive (141) -- Guides - Classroom Use- Teaching Guides (For Teacher) (052) EDRS PRICE MF02 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Adult Basic Education; Adult Literacy; *Basic Skills; Curriculum Development; Educational Needs; Education Work Relationship; Employer Employee Relationship; Foreign Countries; Illiteracy; Job Skills; Job Training; *Literacy Education; *Needs Assessment; Problem Solving; Program Descriptions; Program Design; *Program Development; Program Effectiveness; Program Evaluation; Program Implementation; Unions; Values IDENTIFIERS Canada; *Workplace Literacy ABSTRACT This book is a practitioner's uide to developing literacy training programs for workers. Titles ofthe 28 chapters and epilogue are as follows: "Understanding the Historyand Definitions of Workplace Literacy" (Askov, Aderman);"Understanding Literaqy in the Canadian Business Context: Conference Boardof Canada Study" (Hart); "Understanding Basic Workplace Skillsin a Changing Business Environment" (Jones); "Understanding the Need forWorkplace Literacy Partnerships" (Lewe); "Understanding Lessons Learnedin Employee Basic Skills Efforts in the United States: NoQuick Fix" (Jurmo); "Understanding Values in Workplace Education" (Draper); "Understanding a Project Proposal Development" (Anderson);"How to Assess Learners and Build Workplace Literacy Programs"(Ioannou et al.); "How to Assess OrganizationalNeeds and Requirements" (Waugh); "How to Establish a Workplace Basic Skills Program:A Blue Print for Success: (Carnevale et al.); "How to ApproachWorker Testing and Assessment" (Taylor); "How to Identify WorkplaceCommunications Skills In the British Columbia Sawmill Industry"(Hawyrsh); "How to Plan and Conduct a Literacy Task Analysis" (Taylor, Lewe);"How to Design Instruction: From Literacy Task Analyses toCurriculum" (Philippi); "So We Can Make Our Voices Heard: TheOntario Federation of Labour's BEST Project on Worker Literacy" (Turk, Unda);"Basic Skills Upgrading: A Trades Trainiag Perspective" (Evetts,Flanagan); "Workplace ESL and Literacy: A Business and EducationPartnership (Kinsey); "The Massachusetts Workplace Education Program"(Hikes); "A Canadian Volunteer Industrial Tutoring Project" (Batiorf);"WORKBASE: Practical Approaches to Literacy in the Workplace" (Taw);"Towards a Workplace Literacy Curriculum Model" (Langenbach); "Choosing Workplace Literacy Resources" (Imel); "Adapting WorkplaceMaterials for Teaching ESL Students" (Meenan); "Thinking Criticallyin the Workplace" (Pierce); "Accrediting Basic Skills for theWorkplace" (Morphy); "Using Television for Work Force Basic SkillsTraining" (Shafer); "Evaluating Workplace LiteracyPrograms" (Chang); "Deciding on the Effectiveness of Workplace Literacy Programs" (Mikulecky, D'Adamc-weinstein); and"Reflections on Education in the Workplace" (Draper). (YLB) = t +.. 16. i----- ob. E--- M IN In IMI rl-,,Nor. , , ' ,3 , ; $ : øi Id IL blIPASINC9/ OV ( Yr0+1 l. s e, fIPA . PEST COP Ifff .,), .-Oft,,I; Fr et ft.., AN N O K I C 4.6 4 /-.. tii, ' .-.NY . 0.11, NO ,. -d ro . r "Pr IIMI5SION 10 11FPNODUCE _ - - Po2 0 war Cr %,e .2,2 r r.0...a. f t Ad INMICII0I ICI II_ONI Y N. , & f, , ON p ,f,-NtrNt r C, c-A , IRS NFl N NY II) I IIII. DIY,1", 1,)1I A INI INI OliMA 1 ION CI N I I.fl a N(I ) 1.4 Basic Skills for the 1.1Amilik Maurice C. Taylor Glenda R. Lewe James A. Draper Editors / /f=6Cf'Pe ( , 7CAPI:zivc looks; ibr /earning s Ti$1 " 3 BASIC SKILLS for the WORKPLACE ©CANADA 1991 bY ilICA; 74'5 17C shooks for kaming °TM 5 DARYINGBROOK CRESCENT TORONTO, ONTARIO M9A 3H4 All rights reserved. No part of this book may be reproduced or used in anyform or by any means, electronic or mechanical,including photo- copying, recording or by information storage and retrieval system, without permission in writing from the publisher. CANADIAN CATALOGUING IN PUBLICATION DATA Main entry under title: Basic skills for the workplace. Includes bibliographical references. ISBN 0-921472-06-4 1. Literacy. 2. Basic education. 3. Literacy programs. 4. Employee - Training of. 5. Working class - Education. I. Taylor, Maurice Charles, 1952- II. Lewe, Glenda R. (Glenda Rose). III. Draper, James A., 1930- . LC149.837 1991 374%012 C91-094143-2 TYPESETTING: Jaytype Inc. PRINTED and BOUND in CANADA by Hearn/Kelly Printing 4 The opinions expressed in this book represent the views and opinions of chapter authors and do not necessarily represent those of the editors or the publishers. Preface Literacy or basic skills instruction for the workplace is a new and evolving field of practice for trainers, program planners and other partners in business, industry and education. With the growing gap between workplace demands and workforce skills increasing, there is now a need to ensure that employees with basic skills deficiencies have education and training opportunities. Exactly how to go about this endeav- our has been an area of concern for both employers and union leaders alike. Basic Skills in the Workplace is a response to this need. It is a useful resource and day-to-day practical guide for developing and implement- ing workplace programs. These include programs for workers who must confront a wide range of reading materials and adapt to a chang- ing workplace now dominated by new technology processes and pro- cedures. This book contains important and detailed information on basic skills training under which is presented four majo.: themes: understanding the need for workplace literacy, identifying workplace training needs, examples of practice in workplace basic skills training and discovering approaches for program development. Together the different chapters provide a roadmap for initiating, designing and implementing pro- grams for workers who do not have the basic skills needed for our emerging workplace. Basic Skills for the Workplace speaks to this growing need for partner- ships among business, industry aad education that must be forged to ensure the worker's gainful employment, the extension of each per- son's potential and the future viability of our economy. Under one cover, practitioners can now find all of the essential resources needed to build literacy training. Over twenty-five experts from Canada, United States and United Kingdom write about their experiences in develop- ing, delivering and assessing workplace basic skills programs as well as discussing and highlighting the major issues and trends within the field. 6 II Introduction Over the last few years there has been a growing awareness that a high percentage of our workforce do not possess the rudiments of basic skills now required for a changing workplace. Demographic transi- tions, employment shifts, rising skill requirements and workplace technology appear to be some of the factors associated with this loom- ing 'skills gap'. Nonetheless these same factors are now providing unique training challenges for employers, unions, workers and govern- ments. As can be expected, different countries have responded to this need for a highly skilled workforce in a variety of ways. For example, some countries have developed workplace literacy and basic skills training strategies rooted in the philosophy of partnership building. However, due to resources, motivation behind the training and occupa- tional demands experiences in workplace literacy has differed signifi- cantly from country to country. Underlying these experiences, there seems to be a common set of questions and concerns that is frequently raised by practitioners when speaking about workplace literacy and basic skills training - questions likeHow should I start up a workplace literacy partnership? What literacy skills serve as a foundation for the higher level technical skills? How do I involve the worker in developing the training program and at the same time meet the needs of the company? What are the best instructional and assessment techniques to use? It was the nature of these types of questions that evoked the need to find out how countries such as Canada, United States and United Kingdom have developed, delivered and assessed v. irkplace basic skills training. It was thought that by describing these different accounts, valuable lessons could be learned by both the novice and experienced workplace trainer. In this book, the editors have tried to capture something of the richness of this experience by inviting a wide range of practitioners and analysts to share their expertise on four major areas of workplace literacy. In PART 1, Understanding the Need for Workplace Literacy, the reader is asked to reflect on why basic skills training has become an issue in our society. Definitions, types of partnerships and values inherent in work- place education help provide the type of foundation required before an effective approach to building basic skills can be formed. III PART 2, Identifying Workplace Training Needs, discusses a number of approaches for focusing on specific types of needs in basic skills pro- grams. Practical information on how to set up a workplace literacy program, approaches toward worker testing and methods for identify- ing and developing job-related materials are some of the topics pre- sented in this section. What really makes workplace literacy such a dynamic
Recommended publications
  • Expanding Walter Ong's Theory of Orality and Literacy Through a Culture of Virtuality Jennifer Camille Dempsey

    Expanding Walter Ong's Theory of Orality and Literacy Through a Culture of Virtuality Jennifer Camille Dempsey

    Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Spring 2014 Virtualizing The orW d: Expanding Walter Ong's Theory Of Orality And Literacy Through A Culture Of Virtuality Jennifer Camille Dempsey Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Dempsey, J. (2014). Virtualizing The orW d: Expanding Walter Ong's Theory Of Orality And Literacy Through A Culture Of Virtuality (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/478 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. VIRTUALIZING THE WORD: EXPANDING WALTER ONG’S THEORY OF ORALITY AND LITERACY THROUGH A CULTURE OF VIRTUALITY A Dissertation Submitted to the School of Education Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Education By Jennifer Camille Dempsey May 2014 Copyright by Jennifer Camille Dempsey May 2014 VIRTUALIZING THE WORD: EXPANDING WALTER ONG’S THEORY OF ORALITY AND LITERACY THROUGH A CULTURE OF VIRTUALITY By Jennifer Camille Dempsey Approved March 4, 2014 ________________________________ ________________________________ Gary Shank, Ph.D. David D. Carbonara, Ed.D. Professor of Educational Foundations and Director of Instructional Technology Leadership Program (Committee Chair)
  • Medical Aliteracy Among Senior Medical Personnel in Akoko South West Local Government Ondo State

    Medical Aliteracy Among Senior Medical Personnel in Akoko South West Local Government Ondo State

    International Journal of Healthcare and Medical Sciences ISSN(e): 2414-2999, ISSN(p): 2415-5233 Vol. 4, Issue. 6, pp: 123-133, 2018 Academic Research Publishing URL: http://arpgweb.com/?ic=journal&journal=13&info=aims Group Original Research Open Access Medical Aliteracy Among Senior Medical Personnel in Akoko South West Local Government Ondo State Olusegun O. Owolewa* PhD, Department of Arts EducationAdekunle Ajasin University, Akungba-Akoko, Nigeria Graceful O. Ofodu PhD, Department of Arts and Language Education, Ekiti State University, Ado- Ekiti, Nigeria Abstract The issue of medical aliteracy has drawn both scholars and medical practitioners’ attention in the recent years. The negative cost of medical aliteracy has continued to constitute major threats to health related issue which has resulted in high mortality rate, high medical expenditure and medical underperformance among others. On this premise the study examined the influence of medical aliteracy among senior medical personnel. The study employed descriptive research design and Chi-Square to test the research hypotheses. A total number of 50 questionnaires were designed to collect information from the sampled population through a random sampling. From the result of the analysis it was revealed that factors such as ineffective supervision of medical personnel, low patient literacy level, lack of personnel-patients engagement could lead to medical aliteracy among senior medical personnel. Senior medical personnel have the knowledge of medical aliteracy and its implications on for medical personnel and the public. Medical aliteracy has an implication on health sector performance which includes increase in mortality rate, increase health expenditure, widening of the gap between patients – medical personnel communication among others.
  • THE MANY NORMA RAES: WORKING-CLASS WOMEN in the 1970S CAMPAIGN to ORGANIZE J.P

    THE MANY NORMA RAES: WORKING-CLASS WOMEN in the 1970S CAMPAIGN to ORGANIZE J.P

    THE MANY NORMA RAES: WORKING-CLASS WOMEN IN THE 1970s CAMPAIGN TO ORGANIZE J.P. STEVENS Joey Ann Fink A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History. Chapel Hill 2015 Approved by: Jacquelyn Dowd Hall John Kasson Robert Korstad Nancy MacLean Zaragosa Vargas ©2015 Joey Ann Fink ALL RIGHTS RESERVED ii ABSTRACT Joey Ann Fink: The Many Norma Raes: Working-Class Women in the 1970s Campaign to Organize J.P. Stevens (Under the direction of Jacquelyn Dowd Hall) In the 1970s, labor, civil rights activists, feminists, religious leaders, and mill workers united in a multi-faceted campaign to unionize J. P. Stevens’s textile mills in the Piedmont South. The campaign had support from celebrities, civic leaders, and professional athletes. In 1979, the Academy Award-winning movie, Norma Rae, dramatized the story of mill worker Crystal Lee Sutton, who was fired and arrested for her part in the organizing drive in Roanoke Rapids, North Carolina. Sutton toured the country as the “real Norma Rae,” ratcheting up the public pressure on Stevens, the nation’s second largest textile manufacturer and “number one labor law violator.” This dissertation presents the Stevens campaign as part of a broad movement for workers’ rights in the 1970s that tapped into a groundswell of grassroots organizing in the South and nationwide around issues of economic injustice, occupational health and safety, civil rights, and feminism. The organizing drive in Roanoke Rapids in 1973-74 demonstrated that the mill workers could sustain interracial solidarity as they contended with Stevens’s harassment and intimidation, as well as internal conflicts over issues of sexuality and respectability.
  • Ed 366 968 Author Title Institution Report No Pub

    Ed 366 968 Author Title Institution Report No Pub

    DOCUMENT RESUME ED 366 968 CS 214 219 AUTHOR Reynolds, Mark, Ed. TITLE Two-Year College English: Essays for a New Century. INSTITUTION National Council of Teachers of English, Urbana, REPORT NO ISBN-0-8141-5541-3 PUB DATE 94 NOTE 246p. AVAILABLE FROMNational Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 55413-3050; $14.95 members, $19.95 nonmembers). PUB TYPE .Collected Works General (020) Books (010) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *College English; *English Instruction; Faculty Development; Instructional Effectiveness; *Nontraditional Students; *Two Year Colleges; Undergraduate Students; *Writing Instruction IDENTIFIERS Curriculum Emphases; Educational Issues; Faculty Attitudes; Technical Communication; Writing Development ABSTRACT Noting that the nearly 1,400 two-year colleges in the United States enroll almost half of all students in highereducation, this collection of essays discusses the students, thecurriculum, and the faculty at these colleges. In essence, the collectionsurveys what is "on the minds" of two-year college Englishteachers. The essays and their authors are:(1) "Introduction" (Mark Reynolds); (2) "I Am Not the Look in Your Eyes" (Janice M. Albert);(3) "This New Breed of College Students" (Mary L. Needham); (4) "'TheOld Lady in the Student Lounge': Integrating the Adult Female Studentinto the College Classroom" (Mary Kay Morrison);(5) "What Happened to Darleen? Reconstructing the Life and Schooling ofan Underprepared Learner" (Smokey Wilson);(6) "Latina/o College Writing Students: Linguistic, Cultural, and Gender Issues" (Kate Mangelsdorf); (7) "Aliteracy among Community College Students" (Raelyn AugustinJoyce); (8) "Today for Tomorrow: Program and Pedagogy for 21-stCentury College Students" (Claudia M.
  • Synergy Between Digital and Traditional Literacy Practices: a Framework for Building a Reading Culture in a Secondary School

    Synergy Between Digital and Traditional Literacy Practices: a Framework for Building a Reading Culture in a Secondary School

    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses November 2016 Synergy Between Digital and Traditional Literacy Practices: A Framework for Building a Reading Culture in a Secondary School Nina Kositsky University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Curriculum and Instruction Commons Recommended Citation Kositsky, Nina, "Synergy Between Digital and Traditional Literacy Practices: A Framework for Building a Reading Culture in a Secondary School" (2016). Doctoral Dissertations. 727. https://doi.org/10.7275/8964881.0 https://scholarworks.umass.edu/dissertations_2/727 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. SYNERGY BETWEEN DIGITAL AND TRADITIONAL LITERACY PRACTICES: A FRAMEWORK FOR BUILDING A READING CULTURE IN A SECONDARY SCHOOL A Dissertation Presented by NINA KOSITSKY Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 2016 Education © Copyright by Nina Kositsky 2016 All Rights Reserved SYNERGY BETWEEN DIGITAL AND TRADITIONAL LITERACY PRACTICES: A FRAMEWORK FOR BUILDING A READING CULTURE IN A SECONDARY
  • Teachers' Perceptions and Experiences with Critical Literacy

    Teachers' Perceptions and Experiences with Critical Literacy

    1 Teachers’ Perceptions and Experiences with Critical Literacy A doctoral thesis presented by Jacklyn Jitiam Gervais to the Graduate School of Education In partial fulfillment of the requirements for the degree of Doctor of Education in the field of Education College of Professional Studies Northeastern University Boston, Massachusetts September 11, 2020 2 Abstract Literacy can be a powerful agent for social change that leads towards social justice in education. The concept of literacy spans more than reading, writing, communication, and critical thinking instruction. In the field of learning, literacy encompasses the choices made around texts, the discussions and interpretations that evolve from texts, and the cultural norms that are revealed in texts. The students who arrive in the classroom are varied; it is imperative to critically analyze the systems teachers have in place for students to consider hegemonic messages in a meaningful way. The foundation of this study is determining teachers’ conceptions of transformative, socially empowering work, specifically analysis of their experiences and interpretations of critical literacy for engagement of student voice for global citizenship. Critical literacy instruction empowers students to analyze print and media to understand their world and open their horizons to the nuances and subtleties of the dominant culture that are represented in text and visual media. Inherent to critical literacy is pedagogy that provides opportunities for students to practice analyzing and reading with a critical stance and to develop habits of inquiry. Gaining insight into teachers’ perceptions of critical literacy how this impacts the work they do in the classroom is a valuable way to see how they engage their students as transformative agents of change.
  • Reading Horizons Vol. 34, No. 4

    Reading Horizons Vol. 34, No. 4

    Reading Horizons: A Journal of Literacy and Language Arts Volume 34 Issue 4 March/April 1994 Article 9 4-1-1994 Reading Horizons vol. 34, no. 4 Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons Part of the Education Commons Recommended Citation (1994). Reading Horizons vol. 34, no. 4. Reading Horizons: A Journal of Literacy and Language Arts, 34 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol34/iss4/9 This Complete Issue is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu- [email protected]. M^ READING HORIZONS Editor — Jeanne M. Jacobson Editor Emeritus — Ken VanderMeulen Editor Emerita — Dorothy McGinnis College of Education, Western Michigan University Kalamazoo Michigan 49008 READING HORIZONS has been published since 1960, on the campus of Western Michigan University in Kalamazoo Michigan. As a journal devoted to teaching reading at all levels it seeks to bring together, through articles and reports of research findings, those concerned and interested professionals working in the ever widening horizons of reading and related areas of language. READING HORIZONS (ISSN 0034-0502) is published by the College of Education at Western Michigan University. Second class postage is paid at Kalamazoo. Postmaster: Send address changes to READING HORIZONS, WMU, Kalamazoo MI 49008. TO SUBSCRIBE Individual yearly subscriptions are $20.00, $25.00 for institutions (in Canada, add $5.00 per year - $10.00 per overseas shipment).
  • Turn & Talk Crafting a Curriculum That Works for Your Students Learning

    Turn & Talk Crafting a Curriculum That Works for Your Students Learning

    2018–2019 Catalog-Journal HeinemannEdited by Ellin Oliver Keene PROFESSIONAL DEVELOPMENT SERVICES FOR K–12 EDUCATORS Turn & Talk Featuring Harvey “Smokey” Daniels and Kristi Mraz, with Ellin Oliver Keene Fountas & Pinnell Classroom™ Q + A Crafting a Curriculum that With Irene C. Fountas Works for Your Students and Gay Su Pinnell By Cornelius Minor Using the Power Learning While Teaching: of Pattern in Science YEARS OF DEDICATION The Dynamics of and Literature TO TEACHERS Action Research By Valerie Bang-Jensen By Amy Clark and Lisa Birno and Mark Lubkowitz Cornelius Minor, PD consultant and author of the new book We Got This, is an expert in building powerful teacher teams with intention. Let’s build on your strengths, together. The world of education is ever-changing, As educators, we and the best people to help you navigate know that we find much of our power this dynamic atmosphere are people who in collaborative truly understand what teachers face each work. When our ways of seeing children, and every day—other teachers. planning for Heinemann’s author-experts are first and foremost experienced and them, facilitating accomplished teachers, who work year-round in a wide variety of diverse schools and classrooms around the country. Our PD authors opportunities, and create confident teacher teams through customized coaching and reflecting on those consulting, and they’ll help you champion the best strategies to experiences are advance your own teaching practice, at every stage of your career. informed by Our PD offerings include seminars, webinars, workshops, and what we learn on-demand experiences, and are designed to ensure every teacher and learning community has access to options to strengthen their from each other, student-centered instructional skills.
  • American Auteur Cinema: the Last – Or First – Great Picture Show 37 Thomas Elsaesser

    American Auteur Cinema: the Last – Or First – Great Picture Show 37 Thomas Elsaesser

    For many lovers of film, American cinema of the late 1960s and early 1970s – dubbed the New Hollywood – has remained a Golden Age. AND KING HORWATH PICTURE SHOW ELSAESSER, AMERICAN GREAT THE LAST As the old studio system gave way to a new gen- FILMFILM FFILMILM eration of American auteurs, directors such as Monte Hellman, Peter Bogdanovich, Bob Rafel- CULTURE CULTURE son, Martin Scorsese, but also Robert Altman, IN TRANSITION IN TRANSITION James Toback, Terrence Malick and Barbara Loden helped create an independent cinema that gave America a different voice in the world and a dif- ferent vision to itself. The protests against the Vietnam War, the Civil Rights movement and feminism saw the emergence of an entirely dif- ferent political culture, reflected in movies that may not always have been successful with the mass public, but were soon recognized as audacious, creative and off-beat by the critics. Many of the films TheThe have subsequently become classics. The Last Great Picture Show brings together essays by scholars and writers who chart the changing evaluations of this American cinema of the 1970s, some- LaLastst Great Great times referred to as the decade of the lost generation, but now more and more also recognised as the first of several ‘New Hollywoods’, without which the cin- American ema of Francis Coppola, Steven Spiel- American berg, Robert Zemeckis, Tim Burton or Quentin Tarantino could not have come into being. PPictureicture NEWNEW HOLLYWOODHOLLYWOOD ISBN 90-5356-631-7 CINEMACINEMA ININ ShowShow EDITEDEDITED BY BY THETHE
  • Integrating Literacy: C 65 | M 100 | Y 0 | K 0 Grey PMS 432 Guidelines for C 25 | M 0 | Y 0 | K 77 Further Education and Training Centres

    Integrating Literacy: C 65 | M 100 | Y 0 | K 0 Grey PMS 432 Guidelines for C 25 | M 0 | Y 0 | K 77 Further Education and Training Centres

    Purple PMS 2602 Integrating Literacy: c 65 | m 100 | y 0 | k 0 Grey PMS 432 Guidelines for c 25 | m 0 | y 0 | k 77 further education and training centres Orange PMS 158 c 0 | m 61 | y 97 | k 0 Red PMS 187 c 0 | m 100 | y 79 | k 20 Green PMS 377 c 45 | m 0 | y 100 | k 24 Turquoise PMS 7474 c 90 | m 0 | y 28 | k 22 NALA Brand Manual 16/17 Integrating Literacy Guidelines for further education and training centres Revised edition 2013 1 Integrating Literacy Guidelines for further education and training centres Revised edition 2013 © National Adult Literacy Agency (2013) ISBN: 978-1-907171-17-8 Written by: Bláthnaid Ní Chinnéide Published by: National Adult Literacy Agency (NALA) NALA Cork Sandford Lodge 21 Lavitt’s Quay Sandford Close Cork Ranelagh Tel: (021) 427 8669 Dublin 6 Tel: (01) 412 7900 Freephone support line: 1800 20 20 65 Email: [email protected] Websites: www.nala.ie www.writeon.ie (Distance learning website) www.simplyput.ie (Plain English website) www.makingcents.ie (Financial literacy website) www.healthliteracy.ie (Health literacy website) www.helpmykidlearn.ie (Family learning website) Follow us on Facebook at: www.facebook.com/nalaireland Follow us on Twitter at: twitter.com/nalaireland NALA’s YouTube channel: www.youtube.com/user/nationaladultliteracy 2 Acknowledgements We would like to thank the IVEA –NALA Working Group on Integrating Literacy for its support in developing these guidelines. The members of the working group at time of publication are: Inez Bailey, Director, NALA Sean Conlon, Education Officer, Co.
  • This Month on Tcm On

    This Month on Tcm On

    WEEKLY THIS MONTH ON TCM SHOWCASES 1 “31 DAYS OF OSCAR®”– 5 ROBERT OSBORNE’S PICKS 12 WESTERSTERN JUSTUSTICE 19 GUGUEST PPRROGRAMMER: 26 MUSIC BY MANCINI THE ESSENTIALS UNITED ARTISTS JOEL GREY Good News (’47) HanHang ‘Em HigHigh (’68(’68) Days of Wine and Roses (’62) Must-See Classics The Circus (’28) The Hard Way (’42) The Westerneesterner (’40(’40) The BesBest Years of OuOur Lives (’46) Dear Heart (’64) Saturdays at 8:00pm (ET) 5:00pm (PT) The Moon and Sixpence (’42) Limelight (’52) The MaMan frofrom ColoradColorado (’48(’48) Yankee DoodlDoodle DandDandy (’42) The Pink Panther (’64) Grand Hotel (’32) To Be or Not To Be (’42) A Day at the Races (’37) RequieRequiem fofor a GunfighGunfighter (’65(’65) On ththe Waateterrfrfront (’54) Mr. Hobbs Takes a Vacation (’62) The Big Chill (’83)* I Married a Witch (’42) OklahomOklahoma Territorerritory (’60(’60) Bachelor in Paradise (’61) Tootsie (’82) Brewster’s Millions (’45) 6 KIM NOVAK: LIVE FROM THE The Law West of Tombstone (’58(’58) 20 THE MOON ANAND THE STARS Gun Crazy (’50) The Lady Eve (’41) The Southerner (’45) TCM CLASSIC FILM FESTIVAL For All MankinMankind (’89(’89) 27 THE NEED FOR SPEED Hangmen Also Die (’43) Kim Novak: Live from the TCM 13 LIONEL ROGOSIN 2010 (’84(’84) Le Mans (’71) The Story of G.I. Joe (’45) TCM UNDERGROUND Classic Film Festival (’13) On tthhe Bowerery (’56) FoForbidderbidden Planet (’56(’56) The Crowd Roars (’32) Monsieur Verdoux (’47) Cult Classics Bell, Book and Candle (’58) Come Back, AfAfrricica (’59) 20 MillioMillion Miles to EartEarth (’57(’57) The Fast and the Furious (’55) Red River (’48) Fridays at 2:00am (ET) 11:00pm (PT) Kim Novak: Live from the TCM An American in Sophiatown (’07) Marooned (’69(’69) Thunder Road (’58) Witness for the Prosecution (’57) Wild Guitar (’62) Classic Film Festival (’13) Black RootRoots (’70) Smokey and the Bandit (’77) Cyrano de Bergerac (’50) The Sadist (’63) * Picnic (’55) Good Times, Wonderfrfuul Times (’66) 21 STARRTARRING DEAN STOCKWELL Speed (’36) A Hole in the Head (’59) The Awful Dr.
  • Effective Reading Instruction: the Teacher Makes the Difference

    Effective Reading Instruction: the Teacher Makes the Difference

    1 Effective Reading Instruction: The Teacher Makes the Difference M01_RAYR3503_03_SE_C01.indd 1 2/17/12 2:41 AM Teacher Classroom Evidence-Based Teaching Response to Knowledge Assessment Practices Intervention (RTI) M01_RAYR3503_03_SE_C01.indd 2 2/17/12 2:41 AM Why invest in teacher effectiveness? How have political trends infl uenced reading instruction in our schools? What is reading? What is the primary ingredient in the recipe for every child’s reading success? Illiteracy Aliteracy What are the seven pillars of effective reading instruction? Reading reform Common Core State Standards Literacy coach Professional development Teacher knowledge Classroom assessment Evidence-based instruction Classroom management Response to Intervention (RTI) Motivation New literacies Motivation and Technology and Family and Community Engagement New Literacies Connections M01_RAYR3503_03_SE_C01.indd 3 2/17/12 2:41 AM 4 Chapter 1 Effective Reading Instruction: The Teacher Makes the Difference Vignette: Becoming a Teacher elena is a college junior preparing to become an elementary school teacher. Her upcoming Sclass on teaching children to read is not just another college class, but represents for her the real beginning of her teacher preparation and an eventual teaching career. Without doubt, teaching children to read will be the centerpiece of her classroom instructional program. Selena recalls fondly her own fi rst-grade teacher, Mrs. Roberts, who introduced her to the world of books and reading. Selena hopes she will be a “Mrs. Roberts” to the many children she will teach over the course of her career. Of the several professors who teach the required course on teaching children to read, Selena chose Dr.