ERIC Number: ED427195
Record Type: RIE
Publication Date: 1999-Jan
Reference Count: N/A
Findings from a National Survey of State Directors of Adult Education. NCSALL Reports #9.
Rudd, Rima; Zahner, Lucy; Banh, My
All state directors of adult education in the United States were asked to complete a questionnaire requiring them to consider health within the context of learning and offer priority ratings for health from the various standpoints. An 88% response rate was achieved. On a 5-point scale, the state directors' mean ratings of health from selected standpoints were as follows: health as a content area to support other curriculum goals, 3.8; health as a subject of study, 3.2; health literacy as a skill area, 3.7; and extent to which adult learners' health is a barrier to learning, 3.5. The most frequently listed barriers to addressing health in programs of adult basic education and English for speakers of other languages were as follows: lack of curriculum (resources) and teacher training; existing demands on teachers; lack of privacy needed to teach sensitive topics in mixed gender classes; lack of student interest or willingness to participate; and students' low literacy levels and low ability to read health materials. It was concluded that health educators who are interested in fostering integration of health and adult learning must attend to structural needs within their adult education system and maintain a focus on helping adults improve their reading and writing skills. (MN)
Descriptors: Administrator Attitudes, Adult Education, Adult Learning, Adult Literacy, Curriculum Development, Educational Attitudes, Educational Needs, Educational Policy, Educational Practices, Health Education, Integrated Curriculum, Literacy Education, National Surveys, Needs Assessment, State Supervisors
NCSALL/World Education, 44 Farnsworth Street, Boston, MA 02210-1211 ($5).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
Authoring Institution: National Center for the Study of Adult Learning and Literacy, Boston, MA.