ERIC Number: ED315594
Record Type: Non-Journal
Publication Date: 1986
Reference Count: N/A
Study of Adult Literacy Curricula.
A study was conducted to describe and analyze the types of curricular and instructional approaches currently being used in adult literacy programs in New York City. A small representative sample of 16 programs and 48 staff members were selected for study. Information was gathered through onsite observation and interviews with 39 staff members. Results were reported in three areas--general program features, curricular practices, and instructional approaches. A primary finding of the study was the absence of a defined educational philosophy in the majority of adult literacy programs. Intended outcomes also varied by program and staff. The structural arrangements among the programs were found to be similar, and staff and students were more similar than different. The study found a noticeable discrepancy between the conceptual definitions of curriculum given by program staff and the actual descriptions they gave of their own curriculum. A curriculum resource center was reported to be a need of many of the staff. Teacher-made and published materials were the dominant resources, although a few used student-made materials; few used computers. The study recommended that the city's programs develop a clear philosophy, require more curriculum uniformity, establish a curriculum center, and refrain from presenting curriculum development workshops, which appeared to be of little value. (KC)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Literacy Assistance Center, New York, NY.
Identifiers - Location: New York (New York)