[Workplace 733] Re: Thursday Resources

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Brian, Dr Donna J G djgbrian at utk.edu
Mon May 21 11:12:04 EDT 2007

Discussion list members,
I forwarded the list as an attachment to Maggie, and would be pleased if
any of the rest of you would like a copy also. Write to me personally
off list for your copy.

Donna Brian, Moderator
Workplace Literacy Discussion List
djgbrian at utk.edu


From: workplace-bounces at nifl.gov [mailto:workplace-bounces at nifl.gov] On
Behalf Of Eckman, Maggie D.
Sent: Monday, May 21, 2007 9:33 AM
To: The Workplace Literacy Discussion List
Subject: RE: [Workplace 729] Thursday Resources


Your list would be a great help, Donna. I need to do some research and
this will save lots of time. Thanks in advance for sending it to me.

maggie.eckman at fcps.edu


From: workplace-bounces at nifl.gov on behalf of Brian, Dr Donna J G
Sent: Thu 5/17/2007 4:32 PM
To: The Workplace Literacy Discussion List
Subject: [Workplace 729] Thursday Resources

Greetings colleagues,

In addition to some brand new resources just out this week, I have
reached back into some sites with resources I haven't featured on the
list in the past. I do try to keep track of what I've shared with you
in the past, and I am making an alphabetical listing of the titles with
the abstracts and links attached. If any of you would like a complete
listing of all the resources I have mentioned in the Thursday Resources
offerings, I can send it to you as an attachment. Email me personally
and I will send it to you individually. I won't guarantee that all of
the links are still available, but if they are not, let me know which
ones you are not able to access, and I will do some sleuthing to see if
the resource is available through another URL.

Hope you all are well and enjoying life!


Donna Brian, Moderator
Workplace Literacy Discussion List
djgbrian at utk.edu


>From Virginia Adult Learning Resource Center http://www.valrc.org/

"Building Basics: ESOL Toolkit for General Construction, Landscaping,
Painting and Plumbing" is a multilevel curriculum for teaching students
that have expressed a need to learn English within the context of the
construction trades. It has been organized into four modules which
should be downloaded separately due to their large size: General
Construction, Curb Appeal (Landscaping), Painting, and Plumbing. Each
module is further divided into four or five units/lessons. These
lessons provide a facilitator guide with step-by-step instructions for
implementation, facilitator materials, and learner handouts. The
facilitator materials contain copies of all the worksheets,
transparancies, drawings, cartoons, handouts, etc., that the teacher
will need. Hundreds of original drawings that have been created
expressly for this curriculum provide visual support to each lesson.
This toolkit has been written for teaching students with Engllish
language proficiency levels corresponding to the three lowest NRS
levels: Beginning Literacy, Low Beginning and High Beginning. Each
lesson has activities that can be used with multiple levels of
proficiency within one classroom, although some of the lessons are more
complex than others.


>From ETS (Educational Testing Service) http://www.ets.org/

America's Perfect Storm A report from ETS's Policy Information Center,
America's Perfect Storm: Three Forces Changing Our Nation's Future,
looks at the convergence of three powerful socioeconomic forces that are
changing our nation's future:
*substantial disparities in skill levels (reading and math)
*seismic economic changes (widening wage gaps)
*sweeping demographic shifts (less education, lower skills)
Executive summary
Full report


>From the National Center for Education Statistics, Institute of

Education Sciences, U.S. Dept. of Education http://nces.ed.gov/
"Literacy Behind Bars: Results From the 2003 National Assessment of
Adult Literacy Prison Survey"
The 2003 National Assessment of Adult Literacy (NAAL) included
the first assessment of the English literacy of incarcerated adults
since 1992. The assessment was administered to approximately 1,200
adults (age 16 and older) incarcerated in state and federal prisons, as
well as approximately 18,000 adults living in households. Three types of
literacy were measured: Prose, Document, and Quantitative. Results were
reported in terms of scale scores (on a 500-point scale) and four
literacy levels-Below Basic, Basic, Intermediate, and Proficient. The
findings in this report-Literacy Behind Bars-indicate the changes in
literacy among incarcerated adults between 1992 and 2003. The report
also compares the literacy of adults in the prison and household
populations and across groups of prison inmates with different
characteristics, including race/ethnicity, gender, educational
attainment, age, language spoken before starting school, and parents'
educational attainment. The report looks at the relationship between
literacy, education, and job training, including traditional academic
education, vocational education, and skill certification. Additionally,
the report examines the relationship between literacy and experiences in
prison other than education, including prison work assignments, library
use, computer use, and reading frequency. Finally, the report looks at
the relationship between literacy, criminal history, and current
offense. The results show how the relationship between literacy, type of
offense, expected length of incarceration, expected date of release, and
previous criminal history has changed since 1992.


>From the Adult Education Content Standards Warehouse

American Diploma Project (ADP) is a joint project launched by Achieve,
Inc., the Education Trust, and the Thomas B. Fordham Foundation. ADP
outlines college and workplace readiness benchmarks in English and
mathematics and provides samples of how academic standards are used in
the real world. http://www.achieve.org/node/175
Find workplace tasks at http://www.achieve.org/node/197


>From the Lumina Foundation for Education

http://www.luminafoundation.org <http://www.luminafoundation.org/>

"Returning to Learning: Adults' Success in College is Key to America's
Future" is a summary of findings from the Emerging Pathways project,
which seeks to identify the diverse needs and characteristics of adult
learners and offer advice to postsecondary institutions and policymakers
committed to adult learners' success.

"Opening the Door to the American Dream: Increasing Higher Education
Access and Success for Immigrants"
Many immigrants face significant barriers to postsecondary education,
which is necessary to realize the American Dream. This report explains
that, in the 21st century, the United States must develop education
policies to help immigrants gain access to and succeed in higher
education if it is to remain economically competitive.

"Tough Choices or Tough Times"
This report from the new Commission on the Skills of the American
Workforce proposes steps to improve education in the United States and
increase our competitiveness in the world's workforce.

"Education Pays" This publication provides a reminder of the earnings
benefit associated with higher education and how an educated population
strengthens society.


>From the Community Partnership for Adult Learning (C-Pal)


"2005 Skills Gap Report: A Survey of the American Manufacturing
Deloitte, National Association of Manufacturers and the Manufacturing
Institute, 2005
An analysis of the results from an annual survey of manufacturers about
the skills of their labor force. Concludes that there is a shortage of
qualified workers in the United States, identifies promising approaches
to addressing this shortage, and offers recommendations for future

"Cognitive Skills Matter in the Labor Market, Even for School Dropouts"

J. Tyler, R. Murnane and J. Willitt, National Center for the Study of
Adult Learning and Literacy (NCSALL), 2000
Looks at the relationship between cognitive skill levels of high school
dropouts and their earnings. Data are drawn from 16- to 21-year-old
students in New York and Florida who took the GED exams between 1986 and
1990. Among the findings: higher-level basic skills improved yearly
earnings for high school dropouts. http://www.ncsall.net/?id=666

"Why Do Companies Provide Workplace Education Programs?"
A. Levenson, in J. Comings, B. Garner, and C. Smith (Eds.), Annual
Review of Adult Learning and Literacy, Chapter 3, Volume 4, 2003
A review of research on workplace education programs. Discusses the
reasons companies offer these programs, how they are financed, how
accessible they are to employees, and positive outcomes such as wage
growth, career advancement, skill development, and reduced absenteeism.
Also recommends ways policy, practice, and research can expand workplace


>From National Center for Education Statistics http://nces.ed.gov/

"Literacy Behind Bars: Results From the 2003 National Assessment of
Adult Literacy Prison Survey" is a NAAL report on the literacy skills of
incarcerated adults. It shows that average literacy scores of prison
inmates rose between 1992 and 2003. White prison inmates had lower
average prose scores than whites living in households, but the reverse
was true for blacks and Hispanics. This report, part of the 2003
National Assessment of Adult Literacy, also looks at the relationship
between literacy, criminal history and the offense for which the person
is currently incarcerated, as well as how those relationships have
changed since 1992.
National Institute for Literacy
Workplace Literacy mailing list
Workplace at nifl.gov
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Email delivered to maggie.eckman at fcps.edu

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