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Learners’ engagement in adult literacy education

This study focused on how learning context shapes adult learners’ engagement in literacy instruction. The purpose w... Show more
This study focused on how learning context shapes adult learners’ engagement in literacy instruction. The purpose was to better understand how the educational context shapes engagement so that adult educators can influence engagement in positive ways. The research involved the study of six classes (three basic literacy, two adult high school, and one General Education Development (GED) preparation) over a period of five years (2000-2005). The qualitative methodology used multiple data-collection methods, including video, traditional ethnographic observation, and learner interviews. The teachers of the classes studied participated in some of the data-analysis sessions and the transcripts of these were then used as an additional data source. Multiple data sources enabled triangulation in the data analysis. It was found that there were three contextual factors that shaped engagement in the classes studied: the instructional system, teachers’ roles, and classroom norms. Results suggested that: the context of the adult literacy education classroom shapes learners’ engagement in instruction; the instructional system determines when, how, and in what learners engage; teachers’ role behaviour affects the extent to which engagement is supported; and classroom norms directed to ‘sticking to business’ create a climate in which being engaged is the predominant value. Show less

Authors: Beder, Hal; Tomkins, Jessica; Medina, Patsy; Riccioni, Regina ... [+] Show more

Corporate authors: National Center for the Study of Adult Learning and Literacy (U.S.) (NCSALL)

Date: 2006

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Series name: NCSALL reports

Subjects: Participation; Adult and community education; Teaching and learning ... [+] Show more

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Learners’ engagement in adult literacy education