This brief addresses the current and projected need for skilled workers and the skills immigrants will need to be able to take these positions. These skills are based in academic and higher level thinking skills. The authors provide the rationale and research underlying the need to incorporate these skills into ESL classes, regardless of the level or purpose of the courses (e.g., beginning, life skills). These skills will assist them in transitioning to postsecondary work training, academic settings, or navigating life in general. They address the following skills as being essential to incorporate into the classroom: reading and listening, note taking and organizing information, and critical thinking.
"This article provides a rationale for incorporating the development of critical thinking skills into the online learning environment. The author also presents possibilities for building these cognitive skills into online classes. She maintains that incorporating critical thinking skills is a necessary component of learning; these skills assist learners to evaluate and link the abundance of information and ideas that is available via information communication technologies (ICTs). "
adults without basic reading or math skills return to school for basic skills in KY. Programs teach job skills and workplace vocabulary and encourages dual enrollment in ABE and community college.
Global Skills for College Completion (GSCC) deploys an online community of 26 outstanding basic skills faculty in 16 states on 13 campuses to innovate math and writing basic skills pedagogy to consistently increase pass rates to 80%. The project is funded by the Bill and Melinda Gates Foundation to the League for Innovation in the Community College in partnership with Knowledge in the Public Interest and LaGuardia Community College in New York.
From CLASP: Beyond Basic Skills describes strategies that can be used to strengthen connections between basic skills education and postsecondary education to help lower-skilled adults and out-of-school youth attain the postsecondary credentials they need to advance in the labor market. This includes state-level innovations such as: instructional strategies that provide a strong foundation in occupational skills required for jobs in the local economy; acceleration strategies that help students progress further and more quickly in education and training programs in a shorter period of time than traditional approaches, and funding formulas, assessment policies, and other administrative policies that support a statewide vision to provide adults and youth with pathways to better jobs through postsecondary education. The report also includes examples of states and local institutions that are effectively implementing one or more of these innovations.
This guidebook is a result of partnerships between numerous companies, literacy agencies, and trade associations involved with manufacturing and exports in Canada. The guidebook is divided into two sections. Literacy & Essential Skills in Business provides information and facts about Canada's efforts to improve literacy and essential skills in the workplace. The second section is a workbook providing tools for workplace assessments, checklists and usable templates to initiate a workplace literacy program. There is also a very useful appendix with additional resources.
The Joyce Foundation initiative is designed to help the workforce in Illinois, Indiana, Minnesota, Ohio and Wisconsin develop skills and credentials essential for twenty-first century jobs. These states are re-engineering adult education, workforce development and postsecondary education policies to support economic growth and expand job opportunities for low-skilled workers in the Midwest.
Shifting Gears web site funded by the Joyce Foundation. Initiative funded to help 6 midwestern states address how to increase worker skills and certificate and degree completion in postsecondary ed.
This analysis focuses on four different types of interventions for improving students' progress through remedial education and into college-level courses, including (1) strategies that help students avoid developmental
education by shoring up their skills before they enter college; (2) interventions that accelerate students' progress through developmental education by shortening the timing or content of their courses; (3) programs that provide contextualized basic skills together with occupational or college-content coursework; and (4) programs that enhance the supports for developmental level learners, such as advising or tutoring.
The Basic Skills Initiative (BSI) was a grant funded initiative from the California Community Colleges Chancellor's Ofice. The goal of this project was improving student access. Resources include a basic skills handbook, and literature reviews.
Washington's Student Achievement Initiative measures student progress for the incremental gains made that lead to college success. These measures, called momentum points, are in four categories: improving preparation for college-level courses, building towards a year of college credit, completing college math, and completing certificates, degrees and apprenticeships. This paper describes the success of basic skills students in transitioning to college-level classes, and the momentum they gain towards college success. (Washington State Board for Community and Technical Colleges, January 2008)
This literature review was conducted for the California Basic Skills Initiative. It reviews research on the most effective practices for teaching basic skills to college students. (Center for Student Success, 2007)
Basic Skills for Complex Lives details five principles for creating powerful classrooms and offers a new vision for professional development. Included are recommendations drawn from the work of the 11 community college campuses that participated in SPECC-a three year, multi-site, action research project of the Carnegie Foundation and The William and Flora Hewlett Foundation. (Carnegie Foundation for the Advancement of Teaching, 2008)
Under the I-BEST model, basic skills instructors and college-level career-technical faculty jointly design and teach college-level occupational courses for adult basic skills students in both these areas. This paper presents findings from a study on the o
Wonderful research on the success of the I-BEST model. I-BEST is maybe the best example on how to effectively use data to assess the need for reform and the impact of the reform. It is a model that other states should consider strongly.
Discusses emerging research on cognitive and non-cognitive skills that contribute to student readiness for college and careers, as well as their success in completing college. (Education Week, 12/23/10)
Urges policymakers to focus the mission of community colleges in three core areas: basic skills education, career technical education and preparation for transfer to four-year universities. The Commission called for shifting adult basic education from the state education department to the community college system, and for giving more authority to the chancellor to oversee the campuses. (Little Hoover Commission, February 2012) Link to executive summary:
http://www.lhc.ca.gov/studies/210/Executive%20Summary.pdf
Finds that remediation does little to develop students' skills. But the study also finds little evidence that it discourages initial enrollment or persistence, except for students mis-assigned to remediation. Instead, the primary effect of remediation appears to be that students take remedial courses instead of college-level courses. (Judith Scott-Clayton and Olga Rodriguez, National Bureau of Economic Research, August 2012)
Link to Abstract
http://papers.nber.org/papers/w18328?utm_campaign=ntw&utm_medium=email&utm_source=ntw
The study provides evidence on the potential efficacy of a contextualized intervention approach to helping students develop an important academic skill, written summarization. (Center for Community College Research, January 2012)
Group items tagged 
Cached
