|The Rhode Island Adult Education Professional Development
Center produces a bulletin roughly every
to three weeks in order
to inform area practitioners of news, events, and
and also as a forum for posing questions, issues and discussion topics.
The current bulletin is posted below.
To read previous bulletins, go to Bulletin
Archives. To receive the bulletin via email, contact LR/RI.
To learn more about professional development
contact the RI AEPDC at (401) 456 -2838 or (401) 863-2839
October 23, 2007
and conference and workshop
and other resources. To post information, and/or to receive
the bulletin via email,
please contact the AEPDC or leave a message at
at 3:00 pm, Genesis Center, 620 Potters Avenue, Providence.
Please bring ideas and questions.
This is an open discussion group – practitioners with an interest
in adult ESOL are all welcome to attend. The focus of this
session will be on vocabulary and on pursuing our own professional
Resources that may be useful: Professional Development for Adult
ESL Practitioners: Building Capacity, a CAELA brief, http://www.cal.org/caela/esl_resources/briefs/profdev.html
(as well as this bibliography: http://www.cal.org/caela/esl_resources/bibliographies/profdev.html).
The next round of the New
Orientation,sessions will be offered on November 30th and
December 1st at the Genesis Center, from 9:30 to 4.
In addition to readings before the orientation, participants will
be asked to complete assignments between sessions, totaling
approximately sixteen hours over the course of the two week period.
To learn more, or to register for this round, please contact
Janet Isserlis at 863-2839 or send email to firstname.lastname@example.org by
November 23rd. All new program staff - teachers, administrators,
directors - are encouraged to participate. Additional
sessions will be scheduled between January and June, 2008.
Transition to College is designed to
serve non-traditional adults returning to academic life. This
comprehensive program prepares students for college success with career
exploration, instruction in reading, writing, math, and computer
skills, and mentoring workshops. In addition, the program
provides academic advising and counseling and assistance with financial
aid and college application preparation. Students experience the
college environment by taking a class together at the Community College
of Rhode Island; as needed, to ensure success, they receive support and
tutoring from TTC instructors. During success workshops, students
learn to better understand themselves through the Myers-Briggs
Personality Assessment and other activities designed to build
confidence in their ability to succeed in college. Finally, they
develop a personal, academic, and career life-plan. Upon completion of
TTC, students who apply are matched with an individual mentor who
guides them through their first semester of college, and often beyond.
Two evening sessions and a new weekend program are offered in the
spring and fall.
This college preparation initiative is funded through the Nellie Mae
Educational Foundation and the Rhode Island Department of
Education. The program meets at 175 Main Street Pawtucket,
RI. For more information, contact MarieCrecca-Romero@riral.org,
Program Director at 401722.9800.
NEXT INFORMATION SESSIONS: Thursday, October 25 at 11:00 am;
November 1 at 11:00 am; November 11 at 5:00 pm.
New England Literacy Resource Center
(NELRC) Board Vacancy: The NELRC's
mission is to strengthen adult literacy services in the region by
developing and facilitating collaborations and special projects among
adult literacy practitioners, state literacy resource centers and
policy makers. http://www.nelrc.org/
NELRC takes its direction from its diverse
constituency groups. Each state has 4 representatives on the governing
board: the State ABE director, the SLRC or staff development director
and two practitioners.
In addition, NELRC convenes work groups composed of practitioners and
board members who help plan and implement the organization’s work in
the chosen priority areas. Board members help develop,
approve and monitor annual work plans; approve budgets; develop policy
and operating principles for NELRC; serve as advocates for NELRC; help
identify funding and support for NELRC projects and meet
quarterly in different locations in New England.
There is a vacancy on the board to represent Rhode Island. If you are
interested in contributing to the work of the NELRC as a board member
(for at least a two-year term), please send a letter of interest and a
resume briefly describing your experience in adult education and
literacy to Johan Uvin, Dept. of Education, 255 Westminster Street,
Providence RI 02903, by October 31. A selection committee of current
members will be formed to determine the RI representative. The next
NELRC board meeting will be held in Boston on December 10th.
The Learning Disabilities Work Group
in the process of collecting ideas for the successful teaching of adults who have low
literacy skills. We welcome your ideas for strategies,
plans and resources that have been useful to you in teaching
are reading in the EFL levels 1 and 2. Please send your ideas to Nancy
Fritz at Nancy@gencenter.org
and she will share them
with the LD group.
Change Agent CALL FOR ARTICLES Theme:
Voting and Advocacy
Voting is one of the most fundamental ways to participate in democracy.
Even those who cannot vote can still be a part of elections in other
ways. Speaking up about issues that matter to you is also an
important part of civic life. We are interested in hearing from
teachers and adult learners about their experiences with voting or
advocating to change public policy. The writings will be considered for
non-partisan edition on Voting and Advocacy that aims to provide adult
educators and learners with re-usable materials that encourage
activism, advocacy, and informed voting.
Questions for students and teachers to think about (please choose one
question to write on):
- Have you recently voted in an election? What motivated
you to do so? Why vote?
- Have you ever been involved in calling, writing or
visiting your elected representatives? What was the situation? How did
you feel? What difference did it make?
- If you can’t vote but you’re politically active, tell us
what you do to get involved in elections or support candidates or
- Have you ever spoken up for something you believe in?
What was it? What was your experience? What other channels (besides
voting) have you used to make your voice heard?
- What do you think about the U.S. electoral system? Feel
free to comment on any relevant elements, such as representative
democracy, the electoral college, the two-party system, etc.
- Some people are not allowed to vote, such as those who
are under 18, those who do not have citizenship, and (in some states)
those who have committed felonies. What do you think about this?
- Teachers, are you organizing your students to vote or
advocate for changes in the program, the community, the state, or the
nation? Tell us what you are doing, what progress you’re making, and
how students are responding to these activities.
- Write to us about successful lessons you’ve used in your
classroom on voting or advocacy.
Send us a lesson plan or lesson description that other teachers could
use. All articles must be received by November
All articles will be considered. Suggested length is 500-1,200 words.
Final decisions are made by The Change Agent editorial board.
A stipend of $50 will be paid to each adult education student whose
work is accepted for publication in this issue. Please send material
(preferably by email) to:
Cynthia Peters, Editor New England Literacy Resource Center/World
Education 44 Farnsworth St., Boston, MA 02210 Phone: 617-482-9485 fax:
617-482-0617; email: email@example.com
The mission of The Change Agent is to provide news, issues, ideas, and
other teaching resources that inspire and enable adult educators and
learners to make civic participation and social justice concerns part
of their teaching and learning. It is published by the New England
Literacy Resource Center at World Education. http://www.nelrc.org/changeagent
Are you an Adult Education Student who is also an Artist Illustrator
Cartoonist Graffiti Artist Computer Graphic Artist or Calligrapher ?
The Change Agent iss looking for artwork, illustrations, and innovative
designs to accompany articles in upcoming issues. Please submit a
sample of your work. We will keep your name and work on file and we
will call you to solicit your help with designing and illustrating
future articles. If we use your work, we will pay a stipend of $50.
Contact Cynthia Peters at firstname.lastname@example.org or 617-482-9485. Send
your samples to The Change Agent, 44 Farnsworth St., Boston, MA 02210.
Learn more about The Change Agent at http://www.nelrc.org/changeagent
ANNOUNCING -- A new
issue of The Change Agent -- Taking Action to Stay in School
How do students support each other to stay in school? How do they work
together to find personal and collective solutions to the problems that
make it hard for them to stay in school?
How do they inspire, motivate, and encourage each other to balance a
multitude of demands so that they can stay in school? In this issue,
you'll find powerful writings by students and teachers,
ready-to-use lesson plans, poetry, math, policy analysis, hands-on
activities, and more. There are several cartoons that are great to use
at any level but are especially helpful in the ESOL classroom.
SUBSCRIBE NOW by visiting our web site (http://www.nelrc.org/changeagent)
calling 617-482-9485 ext. 491.
SUPPORT THE ONGOING WORK of The Change Agent to make social justice
part of the adult education classroom. - Thank you. Cynthia Peters,
ProLiteracy America is hosting five short,
facilitated, online courses in November/December that may be of interest
Young Adult Education: Strategies and Materials (November 5-16)
Young Adult Education: Program Design (November 26-December 3)
Applying What We Know About Student Persistence to Your Classroom
(November 12 - December 7)
Facilitating Adult Learning: Conducting the Training Event (November 12
- December 7)
Managing the Multilevel ESL Classroom (November 12-December 17)
Complete course information is included below. Registration for these
courses will be availiable Friday, October 12. more
Rhode Island Family Literacy
(RIFLI) 2007-08 schedule of classes.
An English version and a Spanish version of the schedules are available
Classes are offered in Cranston, East Providence, Pawtucket and
Questions? Please contact Karisa Tashjian, Literacy Program
opportunities - large and less large
Building More Literate Communities - Verizon
Foundation Literacy grants are available to organizations committed to
basic literary skills in the United States.
Verizon has invested in a network of collaborative literacy partners,
offering programs with a focus on e-learning. Verizon's leadership in
technology and communications provides the distribution network.
Maximum Award: varies. Eligibility: 501(c)3 organizations. Deadline: November 30.
- other grants
from the Public Education Network: http://www.publiceducation.org/newsblast_grants.asp
- The federal government's new one stop grant site:
The Poverty & Race Research
(PRRAC) announces another round of education reform grants in areas of
social science research. PRACC is particularly interested in
such as high
classroom turnover/mobility and its disproportionate
on low-income, minority, and farm worker students. However, other
issues will be considered as well. To apply, send PRRAC a
the planned research and methodology, the advocacy work it is
designed to support, a budget, timeline, and qualifications of the
Maximum grant: $10,000.
No application deadline. http://www.prrac.org/grants.php
Funding Solutions for Small
A collection of resources to help small nonprofit organizations
including ways to motivate your board, sample fundraising letters,
advice, and tips to improve your
employment opportunities are generally sent as they
arrive via email; if you would like to receive this bulletin, and those
updates by email please contact
Center for Teacher Education,
Training, and Research
Department of Language Teacher Education, School for International
Distance Education Facilitator The American Center/Burma Project - This
is a two-year contract position.
The American Center, Rangoon Burma
Project Manager, The American Center/Burma Project, based in
General Description: The Distance Education Facilitator at the American
Center, Rangoon, will support the distance education activities of the
center. The position involves all activities and support related to the
students’ successful completion of a two-year associates degree.
The position will involve recruitment of students as well as the
development of a support system to aid students in pursuit of the
degree; In addition,
the distance education facilitator may be called upon to work with the
outreach coordinator in the training of teachers as well as other
duties of the American Center
Act as a mentor/advisor/TA for the program participants.
Register and work with Indiana University on student enrollment and
Convene and facilitate weekly 2-hour discussion classes for
Keep office hours during which students can seek individual help with
Hold pre- and mid-term seminars on such things as writing research
papers, using the Internet, research, etc.
Ensure that students are keeping up with the work, act as academic
Report on students’ progress to the PAO
Be responsible for disbursing the students’ stipend monies
Be responsible for distributing materials and books to students
Do other work as necessary in support of the program and the American
Required Qualifications: MA degree in TESOL or MA in a related field
with documented TESOL experience
Minimum of 3 years fulltime ESL/EFL teaching experience
Recruitment of students to program
Minimum of 3 years overseas work experience
Experience in field-based teacher training and educational outreach
Ability to work independently and as a team player
Desirable Experience in South East Asia, Expertise with
distance education and support, Teaching EFL and /or Training
teachers Experience in an academic institution
In addition to standard World Learning benefits, a housing allowance
and site differential will be provided for Rangoonl Contact Alison
Simmons, Project Manager, Center for Teacher Education,
Training and Research, School for International Training, Brattleboro,
Vermont 05301 email@example.com
Genesis Center is interested in adding to its substitute list. If you
are an ESOL instructor who is interested in occasional work as a
substitute, either day, evening or
Saturday hours, please call Nancy
Fritz or Pat Clarkin at 781-6110.
Jobs in Literacy –
nation wide postings on the National Institute for
Literacy’s LINCS site: http://www.nifl.gov/cgi-bin/lincs/jobs/jobs.cgi
you would like your name added to the general
please see contact LR/RI. The list needs to be updated so that it
can function more usefully for teachers and programs hoping to
Rhode Island Community Jobs (RICOMJOB) is a
list that seeks to raise the profile of meaningful work in Rhode Island
by helping non-profit and public interest
employers publicize openings
effectively. Anyone seeking a job that makes a difference in Rhode
can join the list. Any non-profit, government or private sector
advertising a paid
position related to the public interest or community
concerns can post a free job listing. Positions must be paid but
may be part-time, full-time or temporary.
To join the list as a job seeker or to post a job as an
Rhode Island Community Jobs is supported by the Swearer
Service at Brown University and the Rhode Island Campus Compact.
If you have questions about this service, please
contact us at
/ resources available
talk about it:
In honor of Health Literacy Month, the
health/literacy list will host a discussion on communication between
patients and health care providers.
The panel will include adult learners, literacy teachers, health care
providers, and a health educator. They will discuss the challenges and
supports to communicating with health care
providers for adults with lower literacy skills. They will also discuss
how literacy teachers can collaborate with health systems and help to
prepare their students for more effective
health communication. For more information: http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunication.html
The health literacy discussion list is in the middle of a discussion
about communicating clearly between patients and health care providers
(including doctors, nurses, radiologists, nutritionists, pharmacists
and many others.) I have always believed that health care providers
could learn a lot from teachers who work with adult learners, and from
adult learners themselves. So I want to invite you all to share your
thoughts and experiences in communicating about health and medical
care, and propose an activity to do with your classes to explore these
communication issues. We would like to share stories from adult
learners with the health professionals on the discussion list. These
can be about experiences communicating with health care providers, or
challenges in navigating the health system and environment. We will at
some point have a follow-up to this discussion and highlight more
We are also collecting them for the Health Page on the ALE Wiki. You
can see what we have so far at this link:
(Click on "Stories from learners and patients")
Here is a link to information about this week's discussion and guest
You can find out more about the health literacy discussion list, read
the recent discussion, and subscribe for free at this link:
Below are some questions to ask yourselves and your learners, and some
guidelines for a writing activity. Please feel free to send in your
thoughts or stories to this list, or you can join the health list
briefly to join the discussion. The discussion goes through Monday the
22nd, but as I said, we will have a week of follow-up at some point, so
let me know if you are working on thsi with your class, and I will give
you more information.
Thanks so much,
Julie McKinney, Discussion List Moderator World Education/NCSALL
These are questions to think about:
1. When you walk out of a doctor’s office after an
appointment, how do you feel about what the doctor told you?
2. What makes it hard for you to understand what your
doctor is saying?
3. Do you ask the questions that you want to ask your
doctor? Why or why not?
4. How well do you understand the written brochures
that you get from doctors? Do you use them by looking at them later?
Why or why not?
5. What helps to make all of these things easier?
6. If you could make a list of suggestions for your
doctor, or for the clinic or hospital, what would you say? (These are
suggestions for how they could make it easier for you to understand
what is happening with your health, and what you need to do to stay
guidelines for a class writing activity:
To write a story:
1. Introduce yourself. You can decide what to say, but here
are some ideas of what you could include:
• where your home is
• what you do
• who lives with you
• why you care about your family’s health
• how long you have been studying English or
reading and writing.
2. Think of an experience when you were in an appointment,
and you walked out feeling like you did not really understand what
happened, or what you were supposed to do. It could be a doctor’s
appointment, or some other specialist. (For example, getting some kind
of test or x-ray, or meeting with a nutritionist.) Write about what
happened, and why you feel that the information was not clear to you.
This doesn’t have to be long, and you can have your teacher or someone
else help with the writing, but it should be your writing and your own
words. It doesn’t have to be perfect! (No one will check the spelling
and grammar. We just want to hear about your experience.)
Here are some ideas for teachers to write about:
1. In what ways can you, as an ABE or ESOL teacher, help your students
to communicate more effectively in an encounter with a health
2. Have you ever addressed health commmunication ( or vocabulary, etc.)
in your classes?
3. How do students respond to health as a content area?
4. Have you ever collaborated with a health care professional or a
community health clinic or hospital? If so, how did it go?
5. What advice would you give to others who are less used to
communicating with people who are learning English or literacy skills?
Thanks again! Please let me know if you do this activity and how
online training website, http://GCFLearnFree.org - a free
program, funded by Goodwill Industries of Eastern NC, designed to
provide learning opportunities for people so they can acquire the
skills they need to be succeed.
This training includes topics such as Open Office,
Computer Basics, Internet Basics, and Microsoft Word, PowerPoint,
Excel, and Publisher. We’re currently in the process of revitalizing
our computer training curriculum to include video lessons along with
our text-based lessons. Just this week we launched a new project, which
we call Everyday Life, geared toward adult basic education, ESL
students, and learners that need to acquire functional literacy skills.
Some initial lessons include how to use an ATM, complete a bank deposit
slip, use bus maps, and complete a job application. Our
interactive lessons are not intended to teach vocabulary and reading
skills, but rather to provide learners with a safe environment where
they can practice new skills without real-world consequences and the
fear of failure. Our goal with these lessons was to create a
realistic environment that learners would relate to. Some of the
lessons are intentionally easy, and we will be adding lessons in the
future to increase the difficulty level. So far, we’ve used local
literacy centers as a resource and as a source of user testing. If you
have a moment, please take a look at our Everyday Life curriculum and
let me know what you think. You do have to create an account on our
website to view the lessons; however, it is free and the only personal
information we ask is your email address. We don’t share your
information with others and only send information about the site if you
opt-in for the newsletter. I’m interested in any feedback you
have about our Everyday Life project and hope that it will be a
resource you can use with your learners. - Kelly Potter at
The Council for Advancement of Adult Literacy (CAAL) has released a
Policy Brief by senior analyst Julie Strawn of the Center for Law and
This publication, Policies
to promote adult education and postsecondary alignment, was
prepared for the 3rd meeting of the National Commission on Adult
Literacy on August 20, 2007. As introduced by its author, the
publication focuses on "helping adults with lower skills and/or limited
English proficiency earn postsecondary credentials that open doors to
family-supporting jobs." It examines obstacles to moving toward this
goal -- with major attention to lack of alignment between federal and
state adult education efforts, job training services, and postsecondary
education policies. It also draws attention to the financial, personal,
and family challenges that prevent adults from seeking and completing
programs. Numerous policy and action recommendations are given for
Commission consideration. The publication is available for download, at
It is also available in bound version from CAAL (for pricing and
ordering instructions, firstname.lastname@example.org).
The International Classroom Virtual Visit (Virtual
School) project is beginning its ninth year, linking classrooms across
the world to enable students to meet each other virtually, share
about their cultures, their classrooms, and their communities,
and to build cultural understanding. Classes can include
English as a Second or Other Language (ESOL/ESL), Adult Basic Education
(ABE, GED), elementary or secondary education, or family
literacy. Students can be from age seven to adult.
We hope classes will engage in lively written discussion, and possibly
choose a film, book or current event to discuss. We have a free wiki,
so classes don't have to create their own web pages, and
we will help teachers to use free Internet telephony so their classes
can talk to each other if they can find a time that works
to do that. To participate in this year's project, sign up on the
I.C.V.V. e-list by going to: http://lists.literacytent.org/mailman/listinfo/icvv
Scroll down the page to choose an ID and password.
Once you receive confirmation that you are on the I.C.V.V. e-list, send
an e-mail to: email@example.com indicating your interest in
participating this year. Be sure to describe your class,
when it will begin, and what age group or nationality you would prefer
to partner with. To see classroom virtual visit projects from
previous years go to: http://www.otan.us/webfarm/emailproject/school.htm.
Let one of us know if you have questions. - David J. Rosen
firstname.lastname@example.org amd Susan Gaer email@example.com
from Thursday notes, October 11, 2007:
DAEL Second Highest in Customer Satisfaction at ED - State
Directors gave the Division of Adult Education and Literacy (DAEL) the
second-highest customer satisfaction score of any program rated in the
Department’s 2007 Grantee Satisfaction Survey. DAEL’s technical
assistance score from state directors jumped to 83%, a statistically
significant improvement over its 2006 score of 78% and the highest of
any ED program rated. The National Reporting system and national
meetings and conferences received the highest ratings for being
relevant, up-to-date and useful. Watch the ED Web site for
complete survey results soon.
House Committee Members Offer WIA Reforms - House Education and
Labor Committee members last week unveiled a postsecondary education
and training agenda aimed at strengthening American competitiveness.
The plan includes reforms in the Higher Education Act (HEA) and
Workforce Investment Act (WIA), statutes that play a critical role in
access to higher education and job training. The Workforce
Investment Improvement Act (H.R. 3747)
<http://republicans.edlabor.house.gov> focuses adult
education on: delivering basic skills of reading, writing, speaking,
ensuring that instruction is based on scientific research and
increasing accountability for states and local providers to produce
measurably improved results in basic skills gains, General Educational
Development certificates (GEDs) earned, and learners entering higher
The text of H.R. 3747 is available by searching using the bill
number at http://thomas.loc.gov/
- and, from Art Ellison, director of adult education in New Hampshire
and Co-Chair, Policy Committee, National Council of State Directors of
Adult Education: The (preceding item from Thursday Notes refers
to bills filed by Republican members of the House Education and Labor
Committee. The WIA bill (H.R. 3747) that they filed has absolutely no
chance of passage in this Congress.
New Ivy Tech Grant Offers STEM Training - Indiana's Ivy Tech
Community College recently received $3.178 million
from the state's North Central Workforce Innovation in Regional
Economic Development (WIRED) program to boost the number of emerging or
incumbent workers training in science, technology,
engineering and math (STEM). Ivy Tech is the state’s designated
pathway for persons seeking employment in STEM fields who cannot enter
a four-year program directly. Ivy Tech will serve a 14-county
area, piloting efforts to build a more competitive workforce statewide
and train about 44,000 people in North Central Indiana over the next
five years. The college’s partners include the Indiana Department
of Workforce Development, Office of the Governor, and WIRED.
Research Utilization in
the Field of Adult Learning and Literacy: Lessons Learned by NCSALL About Connecting Practice, Policy,
and Research By Cristine Smith, Beth
Bingman, and Kaye Beall
This occasional paper is a summary of what the staff of the NCSALL
Dissemination Initiative learned about how to connect research, policy
and practice in ways that
promote evidence-based practice in the field of adult learning and
literacy. Go to http://www.ncsall.net/?id=26#utilization
to download the paper.
literacy site: http://www.google.com/literacy/
outstanding resource: http://www.youthliteracy.ca/
- Youth Literacy work in Canada
Shannon Gavin, a senior graduating from Brown this year, has developed
a new website, as her capstone project in Middle East Studies,
called Arab Perceptions of the United
Video Interviews from Amman, Jordan and Damascus,
Syria.You can view them, and supporting text at http://arabperceptions.wordpress.com
of Online Mathematics and its
articles, learning modules, "mathlets" (single-purpose learning tools),
reviews of online resources, and a developers' area. Search
contents of the journal by type of
resource (e.g., article), by subject (e.g., number concepts, data
presentation, plane geometry), or both. The journal makes
extensive use of graphics, animations, video clips, and other
media. Articles and other materials are peer reviewed.
(Mathematical Association of America, National ScienceFoundation)
The U.S. Citizenship and Immigration Services (USCIS) - The U.S.
Civics and Citizenship Online: Resource Center for
Instructors is available online at: http://www.uscis.gov/portal/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a7543f6d1a/?vgnextoid=b36e663784bcd010VgnVCM100000d1f1d6a1RCRD&vgnextchannel=b36e663784bcd010VgnVCM100000d1f1d6a1RCRD
The U.S. Committee for Refugees and Immigrants (USCRI), Assisting
Refugees with Disabilities Program has produced a Resource Guide for
Serving Refugees with Disabilities
- available at http://www.refugees.org/DisabilityGuide
The guide, written for refugee case managers
and those serving refugees with disabilities, includes 139 pages of
information about resources for serving adults and children with
housing for refugees with disabilities, assistive technology,
medical resources, citizenship and disability, benefits for refugees
with disabilities and more.
If you have any questions or technical assistance needs, please
contact Xuan Nguyen, Director of USCRI Health and Human Services at
firstname.lastname@example.org or at 202-347-3507 ext 3056.
Resources from EdChange family of Web
A new Classism and Poverty Awareness Quiz http://www.edchange.org/multicultural/quizzes.html
Social Justice News Service site http://mail.socialjusticenews.net/mailman/listinfo/news_socialjusticenews.net-
email-based news service, periodic email digests of links to articles
related to equity,
social justice, and multiculturalism from sources
all over the world.
New essays and links to essays http://www.edchange.org/publications.html
New essays in the Multicultural Education Research Room http://www.edchange.org/multicultural/papers.html
resource collection,Working with
Literacy-Level Adult English
Language Learners. is now available at http://www.cal.org/caela/esl_resources/collections/literacy.html
includes links and annotations to many resources related
to working with adult English language learners, who have had limited
access to formal education. - Lynda Terrill, Center for Adult English
Language Acquisition, Center for Applied Linguistics, 4646 40th St, NW,
Washington, DC 20016 email@example.com
Math is a resource for
educators interested in integrating issues of social, political, and
economic justice into math curriculum and classes… RadicalMath.org has
the goals of raising mathematic literacy and simultaneously developing
ways to address a range of community issues. The website supports
educators to teach many different types of math within the context of
studying social, political, and economic justice issues.
RadicalMath.org also contains teaching materials on important financial
topics for youth such as owning a credit card, paying for college, and
avoiding subprime lenders, as well as materials on Ethnomathematics.
for more or email firstname.lastname@example.org
Scholar enables searches for
peer-reviewed papers, theses, books, preprints, abstracts and technical
reports from broad areas of research. Use Google Scholar to find
from a variety of academic publishers, professional societies, preprint
repositories and universities, as well as articles available across the
web. Google Scholar orders search results by how relevant they
to your query, so the most useful references should appear at the top
the page. This relevance ranking takes into account the full text of
article as well as the article's author, the publication in which the
appeared and how often it has
been cited in scholarly literature. Google Scholar automatically
and extracts citations and presents them as separate results, even if
documents they refer to are not online. This means your search results
may include citations of older works and seminal articles that
appear only in books or other offline publications. http://scholar.google.com/
Living in Poverty slideshow does
does it take to live at the poverty level.
RI Foundation online scholarship
directory - searchable by city/town,
intended field of study, current high school, and more. http://scholarship.rifoundation.org/
YouthBuild USA Learning Network has
links to Web sites and
documents, and includes a section on "Authentic Materials/Engaged
Learning/Constructivism/Contextual Learning/Project-based Learning." http://www.youthbuild.org/learningnetwork/professionaldev.html
Providence Community Resource Network
Spanish language version of PCRN is up and running.
can access the site from the PCRN home page, http://www.provplan.org/pcrn,
or go to http://www.provplan.org/pcrnespa.
The Web pages, online instructions, and the content of the database
all been translated.
and workshops - conferences and workshops
listed chronologically and are updated with each bulletin
Rhode Island - Training/events around
for people with disabilities http://www.ric.edu/uap/training.html
17th Annual National Conference on Family
Literacy Call for Proposals
Literacy Grows Families and Communities, March 30/April 1, 2008,
The National Center for Family Literacy invites proposals for
presentation at the National Conference on Family Literacy. NCFL
is interested in session presentations that share successful, specific
outcomes and strategies that work well for the diverse populations
family literacy serves. Proposals (accepted online only) hare welcome
from literacy practitioners and are encouraged from professionals in
administration, policy and research.. NCFL encourages presenters to
carefully read the criteria and guidelines before submitting proposals.
Deadline for submission of
concurrent proposals is October 26;
deadline for submissions
for literacy showcase poster session is December 7.
COABE and the
Missouri Association for Adult, Continuing and Community Education
(MAACCE) invite you to submit a proposal for presentation at the 2008 COABE National Conference in
St. Louis, Missouri, April 28 - May 1, 2008 at the Adam's Mark Hotel.
The conference committee is interested in outstanding and innovative
practices in all aspects of adult education including basic literacy,
basic numeracy, workforce development, family literacy, English as a
Second Language, volunteer/community-based literacy, correctional
education, and all other areas. The program committee is looking
for presentations based on successful implementation, current research,
and sound practice. Access further information and the Call for
Presenters form online at http://www.coabeconference.org/call_for_presenters.html
Proposals are due no later than October 31, 2007. Presentation
Co-Chairs: Janet Geary - 816.413.5461 | email@example.com
Ramona George - 417.447.8861 | firstname.lastname@example.org
Join us for two days
of workshops on Effective Transitions
in Adult Education, November 8-9, 2007 in Providence, RI.
Our keynote speaker, Dr. JoAnn Crandall, will kick off the event with a
discussion of transition for English language learners. For more
Cynthia Zafft, Director, National College Transition Network at World
WE LEARN invites your program -- students,
teachers, tutors -- to participate in an exciting and innovative
writing workshop. Undoing the Silence: Bringing New Writers to Powerful
Facilitated by Boston-based author and teacher, Louise Dunlap
will base this workshop on her newly published book: Undoing the
Silence: Six Tools for Social Change Writing.
Friday, Nov. 2, 9:30 - 3:00 pm, Lunch provided. Simmons College, 300
The Fenway, Kotzen Room, Boston Space is limited; pre-registration is
This writing workshop has been adapted especially for adult
basic/literacy education student writers and will support their
preparation to write for Women's Perspectives #3 on Women and
The Call for Writing will be released in late October. Because we know
that classes for many literacy programs end on or before 2:30,
Louise has planned the workshop so that those who must
leave early can still benefit from the key components of the day.
Louise will share practical writing tools to help reluctant writers to
get past their internal censors. This “You Can Do It” approach makes
social-action writing achievable for everyone.
Since this event is open both to ABE students and teachers AND the
local community, students will also have the added learning opportunity
to enhance their writing and ideas with
supports from experienced writers in the community.In this
workshop, students, teachers, and writers will:
- Learn about pre-writing activities to establish safe space and
discover authentic voice;
- Hear from a “Panel of Experts” — Boston-based writers,
educators, and activists providing important information and
perspectives related to women and money;
- Develop support through writing and discussion in small groups;
- Leave with a draft and a plan to continue the process after the
workshop. Tools like talking, rewriting, and working with others will
bring your draft to completion.
If students are unable to attend, we invite teachers to participate in
this event as professional development to enhance your teaching
Cost: ABE Programs -- $50 for 1 teacher and 5 students (or $10 each
person);10% discount for WE LEARN member organizations (yes, you may
become a member to get benefit of the discount - http://www.litwomen.org/membership.html
Purchase Orders Accepted
WE LEARN is working to do some fundraising for this event. If your
program is not able to meet the full registration cost, please
contact Mev Miller, Director, WE LEARN.
Co-sponsored by Simmons Institute for Leadership and Change; Gustavus
Myers Center for the Study of Bigotry and Human Rights;
Cooperative Economics for Women; Survival News - Mev Miller, Ed.D.,
WE LEARN Women Expanding: Literacy Education Action Resource Network http://www.litwomen.org/welearn.html
Lexia Learning Systems is hosting an
education event entitled Best Practices in Reading Improvement on December 6 in Seekonk, MA.
Speakers and topics will include theory and practice of reading
acquisition including software designed to supplement instruction.
Lexia will demonstrate their new web-enabled software
and a panel of local educators will discuss how they have successfully
integrated Lexia into their daily classroom activity. There is no
charge for the event, but registration is required.
Please call 800-435-3942 (x228) or register online at http://www.lexialearning.com/go/ugsk
Learning Disabilities Association of
America's 45th Annual International Conference, Hilton Chicago
February 27 – March 1, focusing on research and findings in learning
workshops on Adults, Adult Education/GED, Transition, ESL,
Corrections, Medical, Mental Health, Professional Preparation, Public
Policy, and much more. Featured speakers include Dale Brown,
Andy Imparato, Nancie Payne, Anne Ford and Harry Sylvester.
Please log on http://www.ldaamerica.org/
for additional information and to view the entire program.
Or contact us via email (info@LDAAmerica.org) or phone
(888-300-6710) to receive the advance registration book. Multiple
copies of the book are also available for distribution.
other events and
TESOL worldwide calendar of events http://www.tesol.org/isaffil/calendar/index.html
breathe - everyday yoga at your desk. http://www.mydailyyoga.com/yoga/everyday_yoga.html