The academy: A learner‐centered workplace literacy program

Soifer, R. D.; Young, Deborah L.; Irwin, Martha

doi:10.1002/ace.36719894209

Cited by 4 publications

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“…The Academy, a union program in the Midwest (Soifer, Young, & Irwin, 1989), publishes student writing, as does the Adult Literacy Resource Institute in Boston. New Writers' Voices (not to be confused with Voices: New Writers for New Readers from which it derives in conception, name, and layout) are small paperback volumes from Literacy Volunteers of New York City, each telling an adult student's memories.…”

Section: Adult Educationmentioning

confidence: 99%

Whole Language in TESOL

Rigg

1991

TESOL Quarterly

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Section: Adult Educationmentioning

confidence: 99%

Whole Language in TESOL

Rigg

1991

TESOL Quarterly

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“…Empowerment education has had many successes in adult literacy programs. With newly acquired literacy skills, students learn to challenge the social world that has pushed them to the margins (Auerbach, 1990;Fingeret & Jurmo, 1989;Freire, 1973;Rayman, Sperzi, Maier, & Lapidus, 1990;Soifer, Young, & Irwin, 1989;Spener, 1991). Only recently, however, has the field of teacher education recognized the voices of practicing teachers and learners in the process of shaping educational institutions and the need for teachers and learners to participate in their own transformation (Aronowitz & Giroux, 1991;Cochran-Smith & Lytle, 1992;Pennycook, 1989;Prawat, 1991).…”

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Resistance to Taking a Critical Stance

Willett

Jeannot

1993

TESOL Quarterly

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Although empowerment education has had much success in adult literacy programs, its future depends on preparing teachers to work within an empowerment framework. A common challenge in empowerment education, whether in adult literacy programs or teacher education programs, is student resistance to the whole notion of empowerment. In this paper, we explore such resistance in the graduate ESL teacher preparation program at the University of Massachusetts. Using a postmodern critical and feminist framework, we analyze student resistance to the invention and critique of “facilitation,” a role designed to help small groups invent and critique theories and methods of teaching. Both students and professors alike resist taking a critical stance toward their own inventions. Two practices, however, have been helpful in our struggles to deal with our mutual resistance in ways that maintain the empowerment framework: (a) communities of resistance and (b) student writing and research. Our goal in documenting our struggles is to help those who want to work within the empowerment framework deal with resistance in their classrooms.

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Outcomes of workplace literacy training in a Midwest industrial center

Ledesma

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Protection of Human Subjects 52 Data Collection 53 Data Analysis CHAPTER 4. RESEARCH RESULTS AND FINDINGS General Characteristics of the Sample Ratio of respondents in sample Demographic characteristics Research Questions and Findings Workers' perceptions of helpfulness of the workplace literacy (pre-apprenticeship) training in achieving their goals 61 Effects of workplace literacy training on job performance 66 Value of workplace literacy (pre-apprenticeship) training for workers who attended the program 70 Outcomes from workplace literacy (pre-apprenticeship) program expected by workers 74 Comparison of job satisfaction with work between workers who attended the workplace literacy (pre-apprenticeship) progarm and the group who did not attend 79 Comparison of organizational commitment between workers who participated in the workplace literacy (pre-apprenticeship) program and workers who did not participate in the program 79 Comparison of job involvement between workers who participated in the workplace literacy program and workers who did not partici pate in the program 81 Post-hoc analyses 81 CHAPTERS. SUMMARY,DISCUSSION,CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS 85 Summary of the Study 85 Discussion of Findings 88 2. The respondents will reply honestly and thoughtfully to all the items of the survey. 3. The methods of data collection and statistical analysis used are appropriate for this study. CHAPTER 2. LITERATURE REVIEW At present there is very little research in workplace literacy, as workplace literacy is a new field. Most of the studies are descriptive of the service provided (Alamprese, 1988; Chisman, 1989; Dunn-Rankin and Beil, 1989). "Empirical data identifying program components or procedures associated with effectiveness, especially improved on tiie job performance and gains in basic skills, are not yet available" (Pelavin Associates, Inc., 1991, p. 14). Also, according to the literature and previous empirical studies, only a few workplace literacy programs report rigorous evaluation of learning gains, impact on productivity, attainment of learner goals, and changes in work-related attitudes (Mikulecky

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The academy: A learner‐centered workplace literacy program

Abstract: The Academy, an altemative to traditional adult basic education programs, is a learner-centered workplace literacy program that engages adults in collaborative learning.

Cited by 4 publications

References 1 publication

Whole Language in TESOL

Whole Language in TESOL

Resistance to Taking a Critical Stance

Outcomes of workplace literacy training in a Midwest industrial center

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