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ERIC Number: ED472126
Record Type: Non-Journal
Publication Date: 2002
Pages: 78
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-85338-817-3
ISSN: 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)
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Learning and Skills Development Agency, London (England).
Identifiers - Location: United Kingdom (England)