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Download full textOffice of Vocational and Adult Education, US Department of Education, 2011
The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs. When AEFLA was authorized in 1998,…
Descriptors: Adult Education, Family Literacy, Educational Legislation, Federal Legislation
Direct linkSullivan, Natha June Lott – ProQuest LLC, 2009
The purpose of this qualitative study was to explore aspects of the Even Start Family Literacy program and college experiences that are helpful or detrimental to the process of transition from Even Start to college as perceived by students who have successfully made that transition. The study focused on the role of developmental education in the…
Descriptors: Developmental Studies Programs, Family Literacy, Researchers, Tutoring
CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2010
This report is California's response to the four questions that the United States Department of Education (ED), Office of Vocational and Adult Education (OVAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA) Title II and Adult Education and Family Literacy Act (AEFLA). The questions…
Descriptors: Program Effectiveness, Adult Education, Family Literacy, Vocational Education
Pfannenstiel, Judy; Lente-Jojola, Debbie – Journal of American Indian Education, 2011
This study investigates the effects of the Family and Child Education (FACE) prekindergarten program on school readiness. The FACE program is located in Bureau of Indian Education-funded schools on some of the most rural American Indian (AI) reservations in the United States. It explicitly integrates the language and culture of the communities in…
Descriptors: School Readiness, American Indians, Standardized Tests, Academic Achievement
Prins, Esther; Toso, Blaire Willson; Schafft, Kai A. – Adult Education Quarterly: A Journal of Research and Theory, 2009
Supportive social relationships are an important dimension of marginalized women's participation in community-based adult education programs. However, policy makers and researchers often consider these social dimensions to be tangential or secondary to instrumental outcomes such as obtaining employment or increasing standardized test scores.…
Descriptors: Adult Education, Interpersonal Relationship, Family Literacy, Womens Education
Smith, Howard L.; Riojas-Cortez, Mari – Language Arts, 2010
Spanish-speaking, Mexican American parents participated in a literacy workshop in which they created short, personal letters called "cartitas de carino" for their children. This paper reports on the content of their texts, which included drawings and messages that reflected the cultural norms and traditions of the families. Using a…
Descriptors: Speech Communication, Economic Status, Mexican Americans, Low Income Groups
Office of Vocational and Adult Education, US Department of Education, 2010
The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs. When AEFLA was authorized in 1998,…
Descriptors: Adult Education, Family Literacy, Educational Legislation, Federal Legislation
CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2009
This report is California's response to the four questions that the United States Department of Education (USDE), Division of Adult Education and Literacy, requires of all states and territories receiving federal funding through the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act (WIA). The questions…
Descriptors: Program Effectiveness, Adult Education, Literacy Education, Family Literacy
Giles, David; Alderson, Sharon – Australian Journal of Adult Learning, 2008
Educational discourse has often struggled to genuinely move beyond deficit-based language. Even action research, a predominant model for teacher development, starts with the identification of a problem (Cardno 2003). It would appear that the vocabulary for a hope-filled discourse which captures the imagination and influences our future educational…
Descriptors: Learning Activities, Action Research, Transformative Learning, Adult Students
Prins, Esther; Schafft, Kai A. – Teachers College Record, 2009
Background/Context: Educational researchers have long sought to understand the factors that enable or constrain persistence in non-formal family literacy and adult education programs. Scholars typically posit three sets of factors influencing persistence: situational (learners' life circumstances), institutional (programmatic factors), and…
Descriptors: Poverty, Persistence, Economically Disadvantaged, Adult Education
Prins, Esther; Toso, Blaire Willson; Schafft, Kai – Goodling Institute for Research in Family Literacy, 2008
Although many women value and benefit from social interaction in adult education and family literacy, these social dimensions are often treated as tangential or inconsequential. Utilizing data from two studies of family literacy programs in Pennsylvania, this study examined how family literacy programs provide a supportive social space for women…
Descriptors: Females, Adult Education, Literacy Education, Family Literacy
Family Literacy in Adult Education: The Federal and State Support Role. A Special Perspectives Paper
Peyton, Tony – National Commission on Adult Literacy (NJ1), 2007
Family literacy programs are a unique component of the adult education system. They work by bringing parents with low literacy skills together with their children to learn and receive instruction, reaching a cohort of people who might not be served by other adult education programs. As parents see their children's learning increase, they are…
Descriptors: Adult Education, Federal Government, Family Literacy, Adult Literacy
Peer reviewedNickse, Ruth S. – Adult Learning, 1990
At the community level, literacy improvement can no longer be the mission of a single organization. Successful literacy intervention is a family goal. Many are intrigued with the common sense of the new collaborative literacy programs and hope that they will succeed in breaking the intergenerational cycle of low literacy. (Author/JOW)
Descriptors: Adult Education, Agency Cooperation, Community Programs, Family Literacy
CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2006
This report is California's response to the four questions that the United States Department of Education (USDE), Division of Adult Education and Literacy, requires of all states and territories receiving federal funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment Act (WIA). The questions…
Descriptors: Literacy Education, Learning Activities, Program Improvement, Civics
St. Pierre, Robert; Gamse, Beth; Alamprese, Judith; Rimdzius, Tracy; Tao, Fumiyo – 1998
The Even Start Family Literacy Program is intended to help break the cycle of poverty and illiteracy by improving the educational opportunities available to low-income families with limited educational experiences. Based on state and national evaluations, this report for policy makers and practitioners summarizes what has been learned about the…
Descriptors: Adult Education, Early Childhood Education, Evaluation Methods, Family Literacy
