Illiteracy: An Overview

1970 ◽  
Vol 40 (2) ◽  
pp. 226-243 ◽  
Author(s):  
David Harman
Keyword(s):  
United States ◽  
Basic Education ◽  
Adult Basic Education ◽  
The United States ◽  
Grade School ◽  
Functional Illiteracy

Mr. Harman reviews current definitions of illiteracy and functional illiteracy and discusses their relationship both to estimates of the scope of the problem and, by implication, to efforts toward its solution. Applying functional standards according to the requisites of particular societies, it can be seen that even countries with high literacy rates, such as the United States, harbor large functionally illiterate populations. The author argues that adult basic education efforts here and abroad should be planned on a situation-specific basis, with goals, content, and evaluative components derived independently of the usual grade school equivalencies.

Mulheres na ciência

2021 ◽  
Author(s):  
Lucineia Alves
Keyword(s):  
United States ◽  
Rio De Janeiro ◽  
Basic Education ◽  
Working Hours ◽  
The United States ◽  
Sao Paulo ◽  
Women In Science ◽  
Mato Grosso ◽  
Post Graduate ◽  
Vast Amount

Mulheres na Ciência (Women in Science) is an unique book that contains a vast amount of theoretical content, written both by professors that teach various academic areas related to science and scientists. It gathers the results of practical and/or experimental activities of women who work from Basic Education to post-graduate, on institutions in Rio de Janeiro, São Paulo, Mato Grosso and the United States. Each chapter is accompanied by mini-biographies from the respective authors, reporting their achievements and challenges in their professional trajectory, often marked by overcoming prejudices, obstacles and/or double or triple working hours.

scholarly journals (I)literate Identities in Adult Basic Education: A Case Study of a Latino Woman in an ESOL and Computer Literacy Class

2011 ◽  
pp. 25
Author(s):  
Juan Pablo Jiménez
Keyword(s):  
Critical Discourse Analysis ◽  
Adult Literacy ◽  
Computer Literacy ◽  
Basic Education ◽  
Literacy Practices ◽  
Adult Basic Education ◽  
The United States ◽  
Literate Identities ◽  
Speakers Of Other Languages

Adult Basic Education (ABE), namely English to Speakers of Other Languages (ESOL) in the United States has been understood and assessed as the mastering of skills increasingly aimed at meeting the demands of the workplace. This ethnographic case study examines how the literacy practices a Latino woman engages in through her participation in an ABE-ESOL class relate to her developing identities of mother, student and citizen. Using Critical Discourse Analysis (CDA), the findings demonstrate the contextual nature of adult literacy, showing how learners appropriate available tools and texts and enact purposeful and meaningful literacy practices, which traditional ABE assessment dismiss or do not account for. Implications for adult literacy pedagogy and research are discussed.

Historical Overview of Adult Gifted Education in the United States

2016 ◽  
pp. 1-10
Author(s):  
Judith Bazler ◽  
Letitia Graybill ◽  
Meta Van Sickle
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Basic Education ◽  
The United States ◽  
Gifted And Talented Education ◽  
Talented Students ◽  
K 12 ◽  
The University ◽  
Assessment Strategies ◽  
Special Needs Services

Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.

Substance Use and Trauma Among Adult Education Students in the United States

2021 ◽  
pp. 074171362110694
Author(s):  
Brittany Miller-Roenigk ◽  
Michael Awad ◽  
Maria C. Crouch ◽  
Derrick M. Gordon
Keyword(s):  
United States ◽  
Gender Differences ◽  
Substance Use ◽  
Basic Education ◽  
Ethnic Disparities ◽  
The United States ◽  
High School Equivalency ◽  
Coping Theory ◽  
And Gender ◽  
And Coping

Adult basic education (ABE) programs in the United States serve millions of students annually to help them achieve high school equivalency, English proficiency, and other skills. These skills are necessary for upward mobility and competitiveness in the labor market, which is important for ABE students who are disproportionately affected by racial/ethnic disparities and poverty. Among learners who are not in ABE programs, substance use and trauma affect student outcomes. Similar research is limited among ABE students. Understanding the influence of these factors among ABE students can better inform interventions. The current study, grounded in Stress and Coping Theory, examined rates, risk factors, and gender differences for substance use and trauma among 286 ABE students. Results indicated that trauma is prevalent and associated with substance use, substance use suggests a need for brief counseling, and there were gender differences in substance use behaviors. Recommendations for interventions among ABE programs are discussed.

Technical Literacy versus Critical Literacy in Adult Basic Education

1988 ◽  
Vol 170 (1) ◽  
pp. 107-118 ◽  
Author(s):  
Judith Macdonald Fueyo
Keyword(s):  
Critical Literacy ◽  
Adult Literacy ◽  
Basic Education ◽  
Adult Basic Education ◽  
Literacy Learning ◽  
The United States ◽  
Learning Theories ◽  
Effect Change ◽  
Competing Models ◽  
Literacy Organization

The demands placed upon Adult Basic Education programs in the United States are more rigorous and involve more people than ever before in our history. Government-supported programs as well as private ones capture in microcosm the best and worst in American education. Literacy education is modeled along a continuum moving from a technical conception of literacy, wherein students mark progress by numbers of completed worksheets, to a conception of literacy as praxis, or critical literacy, wherein students construct meaning for themselves and effect change in their lives. These competing models are contrasted, and special emphasis is given to one adult basic literacy organization that is managing to humanize the process. In this program founded in 1973, the students' own words demonstrate the liberating nature of literacy learning that puts into practice the best of current understandings in the field. The challenge of the next decades demands a critical literacy that is consistent with participatory democracy. The convergence of social learning theories, process teaching, critical consciousness, and adult literacy offers constructive responses to the epidemic incidence of illiteracy in our society.

scholarly journals A Comparative Study of Distance Teaching in Elementary Schools Between China and the United States Under COVID-19

2021 ◽  
Vol 11 (3) ◽  
pp. 66
Author(s):  
Cuiping Niu
Keyword(s):  
United States ◽  
Distance Education ◽  
Elementary Schools ◽  
Distance Learning ◽  
Basic Education ◽  
The United States ◽  
Learning Ability ◽  
Distance Teaching ◽  
High Quality ◽  
The World

The outbreak and quick spread of COVID-19 quickly shut down almost all educational institutions in different parts the world by mid-March, 2020, presenting severe challenges to educators all over the world. The paper investigated the teaching situation of elementary schools in China and the United States during the epidemic period. The results show that the common challenges faced by the two countries in distance education are: 1) Elementary school students are young and have poor self-control ability, which requires close supervision and cooperation from parents; 2) Teachers’ information technology level is limited, lack of network teaching ability. There are some problems in Distance Education in American elementary schools, such as parents can’t urge students to study at home, digital technology inequality, low online attendance rate and so on, which further exposed the unfair problems in education. The problem of distance learning in elementary schools in China is that the learning resources are mainly subject knowledge, and the ability and methods of teachers to serve students’ autonomous learning are insufficient. American distance learning experience is to make full use of the rich network learning resources and professional distance teaching platform, and pay attention to the cultivation of students’ network autonomous learning ability. China’s distance teaching experience is to give play to the advantages of centralized management, organize famous teachers to record high quality courses, establish the Air Classroom platform, and provide high-quality classroom teaching resources. Therefore, basic education institutions in both countries should strengthen the training of teachers’ distance learning ability, improve the information-based teaching environment, learn from the experiences of both sides, and explore an effective mode of integrating online and offline education resources, so as to meet the challenges of basic education in the post epidemic era.

scholarly journals Cross-cultural comparison of preferences for the external appearance of artificial intelligence agents

2021 ◽  
Author(s):  
Youngsang Kim ◽  
Hoonsik Yoo
Keyword(s):  
Artificial Intelligence ◽  
United States ◽  
Three Dimensional ◽  
The United States ◽  
High Rate ◽  
External Appearance ◽  
South Korean ◽  
Cross Cultural Comparison ◽  
Functional Illiteracy ◽  
Korean Chinese

We analyzed international differences in preferences related to the two dimensional (2D) versus three dimensional (3D) and male versus female external appearance of artificial intelligence (AI) agents for use in self-driving automobiles. We recruited 823 participants in five countries (South Korea, United States, China, Russia, and Brazil), who completed a survey. South Korean, Chinese, and North American respondents preferred a 2D appearance of the AI agent, which appears to result from the religious or philosophical views held in countries with a large or growing number of Christians, whereas Brazilian and Russian respondents preferred a 3D appearance. Brazilian respondents’ high rate of functional illiteracy may be the reason for this finding; however, there were difficulties in identifying the reason for the Russian preference. Furthermore, men in all five countries preferred female AI agents, whereas South Korean, Chinese, and Russian women preferred female agents, but in the United States and Brazil women preferred male agents. These findings may offer valuable guidelines for design of personalized AI agent appearance, taking into account differences in preferences between countries and by gender.

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