The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. Cicerone is president of the National Academy of Sciences. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Washington, DC: The National Academies Press. Division of Behavioral and Social Sciences and Education. Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy, A.M. Improving Adult Literacy Instruction: Options for Practice and Research. Printed in the United States of America Suggested citation: National Research Council. Copyright 2012 by the National Academy of Sciences. pages cm Includes bibliographical references. Lesgold and Melissa Welch-Ross, Editors, Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies. Improving adult literacy instruction : options for practice and research / Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy, Alan M. Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy. Library of Congress Cataloging-in-Publication Data National Research Council (U.S.). Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided support for the project. ED-08-CO-0142 between the National Academy of Sciences and the U.S. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. Lesgold and Melissa Welch-Ross, Editors Division of Behavioral and Social Sciences and Education Improving Adult Literacy Instruction Options for Practice and ResearchĬommittee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy Alan M. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. The book focuses on individuals ages 16 and older who are not in K-12 education. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy.
12th graders are at or above proficient in reading. A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy.
0 kommentar(er)
