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Essay / Research Paper Abstract
This 9 page paper provides an overview of the factors influencing the success of adult education programming, especially in relation to literacy. Educators and social theorists have recognized that resistance in the educational setting, especially for adult basic education (ABE) learners is a significant concern in the development of ABE and literacy programming. Bibliography lists 9 sources
Page Count:
9 pages (~225 words per page)
File: MH11_MHAduLit.rtf
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Unformatted sample text from the term paper:
education (ABE) learners is a significant concern in the development of ABE and literacy programming. This study proposes to consider the reasons/causes for resistance in adult education programming and
the specific responses to the issue of resistance that have been integrated into the educational setting. Scope of the Study The analytical review of literature
presented will consider the issue of resistance in adult education programming, especially adult basic education, and the factors that determine a propensity for resistance in adult learner populations. Within
the scope of the review of current literature presented is also an analysis of the possible interventions or programming options that reduce resistance and improve the function of adult basic
education programming, including literacy programming. ANALYTICAL REVIEW OF LITERATURE The development of adult basic education (ABE) programming has progressed in recent years as a result of
an increasing number of adults without basic educational skills and the need to address problems like adult literacy. In 1994, that the National Adult Literacy Survey reported by the
International Reading Association suggested that upwards of 47% of the American adult population is functionally illiterate (Society, 1994). In addition, the survey, which was initiated by the Educational
Testing Service for the National Center for Education Statistics, suggested that it may be impossible for the United States to achieve the year 2000 National Education Goals, which hoped to
create widespread literacy and determine that each adult American "possess the knowledge and skills necessary to complete in a global economy and exercise the rights and responsibilities of citizenship" (Society,
1994, p. 2). Educators and politicians, including then US Secretary of Education Richard Riley argued that illiteracy and a lack of basic educational skills in the adult population
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