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Building professional pride in literacy : a dialogical guide to professional development for practitioners of adult literacy and basic education Cover Image Book Book

Building professional pride in literacy : a dialogical guide to professional development for practitioners of adult literacy and basic education

Quigley, B. Allan (Benjamin Allan) (Author).

Summary: Aimed at adult literacy and ABE practitioners, though useful to all those involved in the literacy field. A guide which "seeks to initiate personal and group reflection, which...leads to activities and change", in the goal of greater dialogue and knowledge-sharing among literacy practitioners, and greater professionalism in practitioners and programs. Activities in this guide can be used in groups or independently, in urban or rural settings, face to face or long-distance. Readers will learn ways to teach adults with low literacy and ways to conduct their own problem-posing research on teaching problems. A history of adult literacy programs is also given.

Record details

  • ISBN: 1575242621 (alk. paper)
  • Physical Description: 223 p.
  • Edition: Original ed.
  • Publisher: Malabar, FL. : Krieger Publishing Company 2006.

Content descriptions

General Note:
Includes bibliographical references and index.
Formatted Contents Note: The higher we climb : What is a professional? -- Building on our past for a more professional future -- Why do we teach? Reflecting on purposes and practice -- Bringing it all together : Teaching and learning in daily practice -- Creating our own knowledge, claiming our own future -- Professional development as a "state of mind"

Search for related items by subject

Subject: Adult education teachers -- Training of
Functional literacy
Elementary education of adults
Adult education teachers -- Professional development
Adult literacy programs -- History
Literacy practitioners -- Professional development
Philosophy of education

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Available copies

  • 4 of 4 copies available at Decoda Literacy Library.

Holds

  • 0 current holds with 4 total copies.
Show Only Available Copies
Location Call Number / Copy Notes Barcode Shelving Location Holdable? Status Due Date
Decoda Literacy Library 374.0124 Q54 2006 (Text) 35410000010520 General Collection Volume hold Available -
Decoda Literacy Library 374.0124 Q54 2006 c.2 (Text) 35410000061408 General Collection Volume hold Available -
Decoda Literacy Library 374.0124 Q54 2006 c.3 (Text) 35410000061523 General Collection Volume hold Available -
Decoda Literacy Library 374.0124 Q54 2006 c.4 (Text) 35410000061531 General Collection Volume hold Available -
► Summaries & More
▼ Additional Content
Preface xi
HOW TO MAKE BEST USE OF THIS GUIDE
xi
THREE WAYS TO USE THIS GUIDE FOR STAFF DEVELOPMENT
xiii
Acknowledgments xvii
The Author xix
Introduction 1(6)
HERE'S WHAT YOU'LL NEED TO USE THIS GUIDE TO BEST EFFECT
1(2)
THE SIX-STEP PROCESS IN USING THE GUIDE
3(1)
A CHECKLIST OF THE STEPS INVOLVED
3(1)
TWO QUESTIONS YOU MAY HAVE
4(3)
1. THE HIGHER WE CLIMB: WHAT IS A PROFESSIONAL? 7(26)
OPENING QUESTIONS TO BEGIN YOUR LEARNING JOURNEY
8(1)
THE HEAD, THE HAND, AND THE HEART: A FRAMEWORK FOR PROFESSIONALISM
9(1)
MY OWN VIEWS AND BIASES ON PROFESSIONALISM
9(2)
WHERE DOES THE CONCEPT OF "PROFESSIONALISM" COME FROM?
11(1)
THE BEST OF REASONS: BEGINNING WITH STRENGTH
12(1)
A LOOK AT WHAT LITERACY PRACTITIONERS SAY
13(5)
LOOKING AT WHAT THE LITERATURE TELLS US
18(6)
CAN'T WE TAKE A MORE BALANCED APPROACH?
24(2)
LEARNING FROM PRAXIS
26(1)
PUTTING THE PRAXIS-APPROACH INTO PRACTICE
27(1)
MOVING ON WITH JOURNALING
28(1)
CHECKING FOR PROGRESS
28(1)
CHAPTER 1 DISCUSSION TOPICS FOR CONSIDERATION IN YOUR LEARNING JOURNAL AND LEARNING CIRCLE
29(1)
CHAPTER 1 ACTIVITY OPTIONS FOR FOLLOWUP
30(1)
CHAPTER 1 FURTHER READING
31(2)
2. BUILDING ON OUR PAST FOR A MORE PROFESSIONAL FUTURE 33(42)
CHAPTER 2: PRE-CHAPTER QUESTIONS FOR YOUR LEARNING JOURNAL
34(1)
THE CHALLENGES OF PROFESSIONALIZING
35(2)
TO RIGHT A WRONG: LITERACY AND SALVATION IN BRISTOL, ENGLAND, 1812
37(4)
LITERACY FOR FREEDOM: THE PORT ROYAL EXPERIMENT, 1862-1865
41(5)
WHEREVER AND WHENEVER: CANADA'S FRONTIER COLLEGE, 1899 TO TODAY
46(5)
HUMBLE BUT OFFICIAL BEGINNINGS IN THE U.S.A.: THE MOONLIGHT SCHOOLS OF KENTUCKY, 1911
51(5)
LITERACY FOR DEMOCRACY: HUE, HOUSE, 1899
56(7)
KNOWLEDGE FOR THE PEOPLE: THE ANTIGONISH MOVEMENT, 1931
63(7)
CHAPTER 2 DISCUSSION TOPICS FOR CONSIDERATION IN YOUR LEARNING JOURNAL AND LEARNING CIRCLE
70(1)
CHAPTER 2 ACTIVITY OPTIONS IONS FOR FOLLOWUP
71(1)
CHAPTER 2 FURTHER READING
72(3)
3. WHY DO WE TEACH? REFLECTING ON PURPOSES AND PRACTICE 75(32)
AN OPENING ACIIVITY
75(1)
SOME THINGS I BELIEVE
76(2)
WHY Do WE TEACH?
78(1)
TO BE EDUCATED: THE LIBERAL ADULT EDUCATION PHILOSOPHY
79(2)
THE LIBERAL EDUCATION PHILOSOPHY IN YOUR CLASSROOM
81(2)
COME ON. LET'S FIND OUT: THE PROGRESSIVE ADULT EDUCATION PHILOSOPHY
83(2)
THE PROGRESSIVE PHILOSOPHY IN YOUR CLASSROOM
85(2)
GETTING STUDENTS JOB READY: THE VOCATIONAL ADULT EDUCATION PHILOSOPHY
87(4)
THE VOCATIONAL PHILOSOPHY IN YOUR CLASSROOM
91(1)
THE LEARNER COMES FIRST: THE HUMANIST ADULT EDUCATION PHILOSOPHY
91(4)
THE HUMANIST PHILOSOPHY IN YOUR CLASSROOM
95(1)
LIBERATE, DON'T DOMESTICATE: THE RADICAL ADULT EDUCATION PHILOSOPHY
96(4)
USING THE RADICAL PHILOSOPHY IN YOUR CLASSROOM
100(1)
WHAT I BELIEVE: SOME FURTHER REFLECTIONS
101(1)
CHAPTER 3 DISCUSSION TOPICS FOR CONSIDERATION IN YOUR LEARNING JOURNAL AND LEARNING CIRCLE
102(1)
CHAPTER 3 ACTIVITY OPTIONS FOR FOLLOWUP
102(1)
CHAPTER 3 FURTHER READING
103(4)
4. BRINGING IT ALL TOGETHER: TEACHING AND LEARNING IN DAILY PRACTICE 107(58)
HOW DOES TEACHING ADULTS DIFFER FROM TEACHING CHILDREN?
108(6)
LITERACY LEARNERS' WAYS OF KNOWING
114(11)
NOW FOR SOME SPECIAL LITERACY CONSIDERATIONS
125(2)
HOW CAN WE ADDRESS OUR LEARNERS' SITUATIONAL BARRIERS
127(1)
HOW CAN WE ADDRESS OUR LEARNERS' INSTITUTIONAL BARRIERS
128(3)
HOW CAN WE ADDRESS OUR LEARNERS' DISPOSITIONAL BARRIERS
131(1)
DEVELOPING AN INTERDEPENDENT LEARNING PROGRAM
132(1)
A PLAN FOCUSING ON THE FIRST THREE CRITICAL WEEKS AND YOUR PRACTICE PHILOSOPHY
132(6)
THE FIRST CLASS MEETING
138(5)
MOVING BEYOND INTAKE AND INTO OUR OWN PRACTICE PHILOSOPHY
143(1)
PUTTING THE LIBERAL PHILOSOPHY OR THE VOCATIONAL PHILOSOPHY INTO PRACTICE
144(5)
PUTTING THE PROGRESSIVE AND RADICAL PHILOSOPHIES INTO PRACTICE
149(4)
USING THE HUMANIST PHILOSOPHY IN LITERACY AND ABE TEACHING
153(3)
CHAPTER 4 DISCUSSION TOPICS FOR CONSIDERATION IN YOUR LEARNING JOURNAL AND LEARNING CIRCLE
156(1)
CHAPTER 4 ACTIVITY OPTIONS FOR FOLLOWUP
157(1)
CHAPTER 4 FURTHER READING
158(7)
5. CREATING OUR OWN KNOWLEDGE, CLAIMING OUR OWN FUTURE 165(38)
BUILDING A PROFESSIONAL FIELD ON OUR OWN KNOWLEDGE BASE
166(1)
THE NEED FOR INCREASED RESEARCH CAPACITY AND RESEARCH CREDIBILITY
166(6)
USING ACTION RESEARCH IN OUR DAILY WORK
172(1)
THE FOUR MAIN PHASES OF ACTION RESEARCH
173(2)
PHASE ONE: PROBLEM POSING
175(8)
PHASE TWO: PLANNING THE ACTION RESEARCH PROJECT
183(2)
PHASE THREE: THE OBSERVING PHASE
185(1)
PHASE FOUR: THE REFLECTION PHASE
186(2)
WHERE TO FROM HERE? THE WIDENING VALUE OF ACTION RESEARCH
188(1)
BUT IS ACTION RESEARCH REALLY VALID AND RELIABLE?
189(4)
A PROPOSAL FOR INTERDEPENDENT LEARNING ACROSS OUR FIELD
193(1)
FIRST WE MUST DREAM-NOTHING IS HARDER
194(2)
CHAPTER 5 ACTIVITIES YOU MIGHT CONSIDER
196(2)
CHOOSING DATA COLLECTION TECHNIQUES
198(3)
CHAPTER 5 FURTHER READING
201(2)
6. CLOSING NOTE: PROFESSIONAL DEVELOPMENT AS "A STATE OF MIND" 203(4)
REFERENCES 207(14)
INDEX 221

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