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ERIC Number: ED398605
Record Type: Non-Journal
Publication Date: 1996-Mar
Pages: 8
Abstractor: N/A
Reference Count: N/A
Paradigm Paradox in Adult Education.
Whalen-Schmeller, Bev
Two interviews, one with an experienced instructor of General Education Development (GED) classes and another with a student working towards a GED, provided a neophyte instructor with insight into the similarities and the differences between the composition teaching techniques learned in college and those which seem to be effective in teaching GED students. Among teaching strategies that work for GED are daily student journal or notebook entries, the five-paragraph essay, and a review of grammar rules. Students' social, educational, personal, and educational identities shape their needs in the classroom and, thus, the teaching methods required. This teaching experience suggests questions about the validity of the GED test in terms of its grammar-plus-essay format, its time limits, and its lack of feedback. Researchers should concentrate on how college composition and adult education are related. (CR)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A