Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i97EXX820323; Thu, 7 Oct 2004 10:33:33 -0400 (EDT) Date: Thu, 7 Oct 2004 10:33:33 -0400 (EDT) Message-Id: <005701c4ac79$c0eacc50$3002a8c0@ben2ut66kkx7o3> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Amy R. Trawick" <atrawick@charter.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1141] Student expectations and instruction X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 636 Lines: 14 I am looking for articles, reports, dissertations, and/or books that address adult student expectations for instruction, in general, and for reading instruction, in particular. I am interested in the way adult student expectations shape instruction, or the results of a mismatch between student expectations and experience in the classroom. I am also interested in how intermediate-level adult readers (at NRS levels 3-4) perceive their own reading needs, and whether they identify improved reading as a goal in returning to classes. I would appreciate any ideas you have! Amy R. Trawick 336-667-1910 atrawick@charter.net
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