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Books on the topic 'Literacy support program'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Ives, Suzanne. Group support for learners in transition: The development of "support networks". Victoria, BC: Province of British Columbia, Ministry of Education, Skills and Training, 1996.

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2

Schwartz, Wendy. Family literacy strategies to support children's learning. [New York, N.Y.]: ERIC Clearinghouse on Urban Education, 1999.

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3

Toronto Catholic District School Board. Continuing Education Dept. Adult E.S.L. literacy resource guide: Curriculum support document. Toronto: Toronto Catholic District School Board, 1999.

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4

Moskal, Mary Kay. Literacy leadership to support reading improvement: Intervention programs and balanced instruction. New York: Guilford Press, 2011.

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5

Rosow, Jerome M. Job-linked literacy: Innovative strategies at work. Scarsdale, N.Y: Work in America Institute, 1991.

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6

Proper, Len. Models of excellence: A review of Ohio's award-winning workplace literacy programs. Columbus: Alliance for Workforce Excellence, Ohio Bureau of Employment Services, 1994.

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7

Phillips, Kathleen J. Affective aspects of adult literacy programs: A look at the types of support systems, teacher behavior and materials that characterize effective literacy programs. Edited by Bellorado Donna, Margold Jane A, National Adult Literacy Project (U.S.), National Institute of Education (U.S.), and United States. Office of Educational Research and Improvement. [San Francisco, Calif.]: Far West Laboratory, 1985.

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8

Gray-Schlegel, Mary Ann. Read! Write! Discuss! Learn!: A workbook of interactive handouts to support the college literacy course. Dubuque, Iowa: Kendall Hunt Pub. Co., 2008.

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9

Gray-Schlegel, Mary Ann. Read! Write! Discuss! Learn!: A workbook of interactive handouts to support the college literacy course. Dubuque, Iowa: Kendall Hunt Pub. Co., 2008.

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10

Gray-Schlegel, Mary Ann. Read! Write! Discuss! Learn!: A workbook of interactive handouts to support the college literacy course. Dubuque, Iowa: Kendall Hunt Pub. Co., 2008.

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11

Promising practices to support family involvement in schools. Charlotte, N.C: Information Age Publishing, 2010.

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12

Roger, Margarit. The maturing of a profession: An overview of workplace education practitioner development opportunities. Ottawa, Ont: National Literacy Secretariat, 1999.

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13

When the programme's over: From adult literacy to Live Aid : the story of Broadcasting Support Services. London: Comedia Pub. Group, 1986.

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14

Equipped for the Future (Program) and National Institute for Literacy (U.S.), eds. Equipped for the Future assessment report: How instructors can support adult learners through performance-based assessment. Washington, DC (1775 I Street NW, Ste. 730, Washington 20006-2401): National Institute for Literacy, 2000.

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15

Classrooms in the workplace: Workplace literacy programs in small and medium-sized firms. Kalamazoo, Mich: W.E. Upjohn Institute for Employment Research, 1993.

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16

(1994), SWWJ Literacy Seminar. Professional writers support the cause of literacy: Proceedings of the SWWJ Literacy Seminar which focused on what is being done and what should be done to raise literacy standards and eradicate illiteracy. [London]: Society of Women Writers and Journalists, 1995.

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17

Murphy, Garrett. What works: Integrating basic skills training into welfare-to-work. Washington, DC (800 Connecticut Ave., NW, Suite 200, Washington 20006-2712): National Institute for Literacy, 1998.

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18

Alice, Johnson, and National Institute for Literacy (U.S.), eds. What works: Integrating basic skills training into welfare-to-work. Washington, DC (800 Connecticut Ave., NW, Suite 200, Washington 20006-2712): National Institute for Literacy, 1998.

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19

Leef, Carol. Work together, learn together: A model that incorporates community partnerships : Workplace Education Project - Peterborough, Ontario. Peterborough, Ont: Workplace Education Project, 1996.

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20

Bloom, Michael R. Turning skills into profit: Economic benefits of workplace education programs. New York, NY: Conference Board, 1999.

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21

Visser, Cynthia M. The development, implementation, and evaluation of Read-to-me, a literacy program birth to three: A program to motivate, educate and support parents. 1991.

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22

Speaking of Equality: A Guide to Choosing an Inclusive Literacy Program for People With an Intellectual Disability, Their Families, Friends and Support Workers. G Allan Roeher Inst Kinsman, 1996.

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23

Educational Resources Information Center (U.S.), ed. Workplace Literacy Program 1994-97: Final evaluation report. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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24

Wheeler, Mary L., and Patricia A. Oliver. You Said Yes!: Support Materials for Volunteer Literacy Tutors. Heinemann, 2005.

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25

Educational Resources Information Center (U.S.), ed. Workplace Literacy Partnership Program: December, 1994-November, 1997 : final report. Chicago, IL: Chicago Teachers' Center, Northeastern Illinois University, 1998.

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26

Using Drama to Support Literacy: Activities for Children Aged 7 to 14. Paul Chapman Educational Publishing, 2006.

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27

Goodwin, John. Using Drama to Support Literacy: Activities for Children Aged 7 to 14. Paul Chapman Educational Publishing, 2006.

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28

National Center on Adult Literacy. and Educational Resources Information Center (U.S.), eds. What works: Literacy training in the workplace, April 13, 1995, participant packet. Philadelphia, PA: National Center on Adult Literacy, 1997.

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29

B, Hiatt-Michael Diana, ed. Promising practices to support family involvement in schools. Charlotte, NC: Information Age Pub., 2010.

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30

Working with refugees and asylum seekers: Support materials for ESOL providers. Nottingham: DfES Publications, 2003.

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31

Rees, Janet. Inspiring Ideas to Support Early Maths and Literacy: Stories, Rhymes and Everyday Materials. Taylor & Francis Group, 2016.

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32

Rees, Janet. Inspiring Ideas to Support Early Maths and Literacy: Stories, Rhymes and Everyday Materials. Taylor & Francis Group, 2016.

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33

Hollenbeck, Kevin. Classrooms in the Workplace: Workplace Literacy Programs in Small and Medium-Sized Firms. W. E. Upjohn Institute, 1994.

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34

Hollenbeck, Kevin. Classrooms in the Workplace: Workplace Literacy Programs in Small and Medium-Sized Firms. W. E. Upjohn Institute, 1994.

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35

Partners in progress: A monograph on the Worker Education Program of Northeastern Illinois University. [Chicago, IL: Northeastern Illinois University, College of Education, Chicago Teachers' Center, 1997.

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36

Délano Alonso, Alexandra. Integration through Ventanillas de Salud and Plazas Comunitarias. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190688578.003.0003.

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This chapter presents empirical evidence of origin-country diaspora programs with a focus on immigrant integration. It draws from examples of programs focused on education, health, financial literacy, and labor rights, carried out mainly by Mexico throughout its consular network in the United States. Through interviews, it examines the ways in which these programs have emerged and evolved, emphasizing the coalitions formed among consulates, public and private institutions in the United States, and migrant organizations. Through relationships of trust established through consulates, migrants and partner organizations, these programs connect migrants with precarious legal status to institutions in the country of destination that support their access to services to ensure the protection of their social rights, which then enable them to claim and exercise political rights.

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37

Freitas, Thais Campos de Oliveira, and Carlos Alberto Moreira dos Santos. Clube de Ciências na Escola: Um guia para professores, gestores e pesquisadores. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-224-7.

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This book is based on a research that was carried out over two years in the Graduate Program of Educational Sciences Projects of the “Escola de Engenharia de Lorena” of the University of São Paulo; the product of the master thesis entitled “Implementation of a Science Club in the Public Network for Education of São José dos Campos: Stages, Actors and the Scientific literacy”. Nowadays, the role of Science is being devalued, poorly understood and even questioned by several political figures and societal members, many people fail to differentiate facts from fake news. In 2018, the PISA (Programme for International Student Assessment) demonstrated that, in Brazil, 55% of students are below level 2 in Science, a level established as necessary to young people to be able exercising their citizenship. In order to offer a contribution to improve the currently scenario, this book offers an implementation guide for those whom are interested in setting up a Science Club. Another fact to consider is that this guide aims to develop an investigative approach focus on Scientific literacy using inquisitive activities that lead to an easy way for the basic students (elementary to middle school) to transpose their acquaintance and scientific learning to their lifestyle as responsible and knowledgeable citizens. The following thesis shows strategies to elaborate, monitor, and evaluate the project of implementation, authorization templates, and forms such it can be adapted to the context of each school. We hope that this book is going to be an important resource for you as a school manager, teacher or researcher who wants to implement a Science Club in a school. Also, in a long term, the actions reported in this context can be a reference for the elaboration of a public policy to support Scientific Education in Basic School.

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38

Taylor, C. Barr, Ellen E. Fitzsimmons-Craft, and Neha J. Goel. Prevention. Edited by W. Stewart Agras and Athena Robinson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190620998.013.14.

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Eating disorders (EDs) are important and common problems among adolescents and young women, and preventing them would be an important public health achievement. Fortunately, several recent studies, informed by cross-sectional, longitudinal, and clinical risk factor research, have demonstrated a significant decrease in ED risk factors, with several programs also achieving a significant reduction in ED onset within at-risk females. This chapter reviews and evaluates the state of ED prevention research, highlighting current theoretical approaches and effective programs, emphasizing emerging empirical support for cognitive dissonance, Internet, school-based, media literacy, and combined ED and obesity prevention programs. Conclusions about how to enhance recent progress in the field of EDs are provided.

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39

Differentiated Literacy Centers: 85 + Leveled Activities-With Reproducible Planning Sheets and Student Pages-to Support Centers in Fluency, Reading Comprehension, and Word Study. Scholastic Teaching Resources (Teaching, 2007.

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40

Shnookal, Deborah. Operation Pedro Pan and the Exodus of Cuba's Children. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401551.001.0001.

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This in-depth examination of one of the most controversial episodes in U.S.-Cuba relations sheds new light on the program that airlifted 14,000 unaccompanied children to the United States in the wake of the Cuban Revolution. Operation Pedro Pan is often remembered within the U.S. as an urgent “rescue” mission, but Deborah Shnookal points out that a multitude of complex factors drove the exodus, including Cold War propaganda and the Catholic Church’s opposition to the island’s new government. Shnookal illustrates how and why Cold War scare tactics were so effective in setting the airlift in motion, focusing on their context: the rapid and profound social changes unleashed by the 1959 Revolution, including the mobilization of 100,000 Cuban teenagers in the 1961 national literacy campaign. Other reforms made by the revolutionary government affected women, education, religious schools, and relations within the family and between the races. Shnookal exposes how, in its effort to undermine support for the revolution, the U.S. government manipulated the aspirations and insecurities of more affluent Cubans. She traces the parallel stories of the young “Pedro Pans” separated from their families—in some cases indefinitely—in what is often regarded in Cuba as a mass “kidnapping” and the children who stayed and joined the literacy brigades. These divergent journeys reveal many underlying issues in the historically fraught relationship between the U.S. and Cuba and much about the profound social revolution that took place on the island after 1959.

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41

Basic skills for the workplace. Toronto: Culture Concepts, 1991.

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42

Smart Answers to Tough Questions: What to Say When You're Asked About Fluency, Phonics, Grammar, Vocabulary, SSR, Tests, Support for ELLs, and More. Scholastic Teaching Resources, 2007.

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43

Itil Service Strategy. Stationery Office Books (TSO), 2011.

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