ERIC Number: ED472126
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Learning Journeys: Learners' Voices. Learners' Views on Progress and Achievement in Literacy and Numeracy. LSDA Research Report.
Ward, Jane; Edwards, Judith
Learners' views on their progress and achievement in literacy and numeracy were examined in a study during which practitioners from eight further education colleges in England interviewed 70 adults (ages 16 to over 60 years) enrolled in literacy, numeracy, or English-for-speakers-of-other-languages programs. The metaphor of traveling on a learning journey was used to facilitate discussion between learners and researchers. The following were among the study's key findings and implications: (1) the learning journey metaphor is an effective tool for stimulating discussions of learning experiences; (2) tutors should take deliberate steps to develop equal working relationships with learners that recognize and value the strengths and knowledge each can bring to the process; (3) learners' confidence and skills to participate in learning processes develop as learning progresses; (4) learning programs should include learning outcomes relating to learners' aims that are not specified in the national curricula; and (5) strategies for measuring and validating learning gain that reflect learners' ways of knowing should be developed and piloted. The following items are appended: a discussion of the learning journey metaphor and suggestions for using it; the interview framework; and lists of the research team members, steering group members, and learning and skills research networks. (Contains 11 references.) (MN)
Descriptors: Academic Achievement, Adoption (Ideas), Adult Basic Education, Adult Educators, Adult Literacy, Adult Students, Alternative Assessment, Educational Attitudes, Educational Policy, Educational Practices, Educational Research, English (Second Language), Foreign Countries, Guidelines, Interviews, Learning Processes, Literacy Education, Metaphors, Numeracy, Outcomes of Education, Research Methodology, Research Utilization, Student Attitudes, Student Surveys, Teacher Researchers, Teacher Student Relationship, Theory Practice Relationship, Transformative Learning
Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1403). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1403.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Learning and Skills Development Agency, London (England).
Identifiers - Location: United Kingdom (England)