Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j7HMNeG12032; Wed, 17 Aug 2005 18:23:40 -0400 (EDT) Date: Wed, 17 Aug 2005 18:23:40 -0400 (EDT) Message-Id: <00dd01c5a37a$05130f80$65c7193f@ReflectionPool> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: "Catherine B. King" <cb.king@verizon.net> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:2225] Re: Public school teacher PD & student X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; format=flowed; charset=iso-8859-1; reply-type=original X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Status: O Content-Length: 4744 Lines: 114 Hello Janet: Your note points to the constant reformation (for the better, we hope) of education and culture. But many of my students understand clearly the importance of their relationships with parents, and other aspects of the community from which their students emerge into the classroom. And they commonly work closely in the one-on-one situation as the need arises. But even if they understood the potential of the adult-education programs in their areas, I doubt they could make much difference <from working at the classroom level>. The problem, I think, is more about (1) differentiated institutions, where the differentiation cuts all the way to funding institutions and sources and (2) the lack of integrative thought and subsequent systems to connect the institutions over the long run? The authenticity of making institutional connections between K-12 and adult education programs, of course, is rooted in the reality of one major and continuing <source> of the problem of literacy (1) that emerges in k-12 schools and, again, later on; and, (2) that everyone (including Carnegie Corporation--see my previous note) seems to regard as a recalcitrant problem that departments of education at higher-education institutions need to be doing something about--now. They've devoted millions of dollars to it. But if the problem that they are trying to remedy has a major and continuing source in the dismal state of parent literacy on several levels (and don't we KNOW this now?), and if remedy efforts do not speak to the source of the problem, then everything they do, at best, falls under the rubric of "bandaid," or as my Aunt Nell used to say, closing the barn door after the cows have gotten out. Teachers CAN start awareness, and perhaps even work on developing connectives through principals and school boards, and some have taken such initiative in my experience; however, real unbrella remedy can and should? also be accomplished at the institutional level? Regards, Catherine ----- Original Message ----- From: "Janet Isserlis" <Janet_Isserlis@brown.edu> To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> Sent: Wednesday, August 17, 2005 1:36 PM Subject: [NIFL-AALPD:2224] Re: Public school teacher PD & student > Catherine and all > > It seems to me that we're circling a key element in teacher preparation, > esp. for K-12, but also within adult ed. Given that K-12 is more of an > 'official' course of study in more universities, (read: credit and > credential bearing) it seems imperative that coursework be informed by a > notion of collaboration. Not only do teachers need to learn about > teaching, > but also about the multiple relationships that exist - and/or could and > should be nurtured -- between teachers and parents, K-12 and adult > educators > and K-12 and community based organizations doing education-related work. > > It seems that the MAT course I took 25 years ago did little to help me > understand the important contributions to be made by parents, community > members and the important learning to be shared with adult educators - to > whom many high schools feed their students. > > Janet Isserlis > > >> From: "Catherine B. King" <cb.king@verizon.net> >> Reply-To: <nifl-aalpd@nifl.gov> >>> >> Also, (and again), I am wondering from those of you who work directly >> in adult programs: How many of you have regular communications with the >> K-12 schools (boards, leaders, teachers, etc.) in your area regarding, >> e.g., >> ESL or parent-literacy red-flags and referrals, or high-schoolers' >> awareness >> for the on-going education of those who are not college-bound? >> >> FYI, whenever I raise this issue for my students, many of whom are >> already >> K-12 teachers, they go mute on me and don't seem to make the connection >> or see how important it might be. They have so many other issues on >> their plates, including finishing their coursework. >> >> IF this one experience is at-all indicative of the many (and it may NOT >> be), >> then we have two educational institutions that have no awareness of one >> another, no interactive or mutually supportive communications, and no >> systematic informational venues? >> >> Also, I am not trying to create more work for already over-burdened >> programs; however, it seems to me that such an awareness, if made >> systematic, will considerably enlarge the political/advocacy base for >> adult education--when teachers and others begin to see, from the ground >> up, how important adult education is to their own students' literacy and >> overall education? >> >> Regards to all, >> >> Catherine King >> Adjunct Instructor >> Department of Education >> National University >> San Diego, CA >> > >
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