B Allan Quigley

Gebundenes Buch

Rethinking Literacy Education

The Critical Need for Practice-Based Change

Beschreibung

?This book is challenging, useful, insightful, authoritative, and hopeful-one that every adult literacy education policy and program leader, researcher, and practitioner should read. With this work, Allan Quigley has made a first-rate contribution to our field.?-Jean H. Lowe, director, GED Testing Service Most efforts to eradicate illiteracy fail because they emanate from a political and social perspective that has little bearing on reality. In this thought-provoking book, B. Allan Quigley challenges the faulty assumptions and misguided agAndas that shaped past efforts at literacy education. Quigley offers a new view of illiteracy that starts with the learner and takes into account a broad array of work, family, and cultural considerations. This guide gives adult educators and trainers currently working in the field concrete suggestions and alternatives for their work, and provides them with historical and evolutionary frameworks that they can use to shape a new philosophy of adult literacy and improve their practice.

Autor

B. ALLAN QUIGLEY is associate professor and regional director of adult education at the Pennsylvania State University Center for Continuing and Graduate Education, Monroeville, Pennsylvania.

Produktdetails

• Verlag: Wiley
• Seitenzahl: 304
• Erscheinungstermin: 14. Oktober 1996
• Englisch
• Abmessung: 240mm x 161mm x 21mm
• Gewicht: 630g
• ISBN-13: 9780787902872
• ISBN-10: 078790287X
• Artikelnr.: 20960986

Rezensionen

?This book is challenging, useful, insightful, authoritative, andhopeful--one that every adult literacy education policy and programleader, researcher and practitioner should read. With this work,Allan Quigley has made a first-rate contribution to our field.?(Jean H. Lowe, director, GED Testing Service)

?Quigley's perspective on adult literacy is fresh and provocative.Rethinking Literacy Education impels adult literacy professionalsto reconsider what they are doing and why.? (Hal Beder, professor,department of educational theory, policy, and administration,Rutgers)

?Valuable in encouraging literacy practitioners to be moreproactive in challenging misguided public policy and damagingliteracy rhetoric.? (Elisabeth Hayes, associate professor,department of continuing and vocational education, University ofWisconsin-Madison)