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This book offers a practical sequence of steps for setting up adult literacy programmes in local communities and at regional levels in a chosen local language

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Foreword -- Preface -- Acknowledgments -- Part I: Introduction and Literacy Foundations -- Chapter 1: Family Literacy: Introduction and Overview -- Historical Origins and Growth -- Family Literacy Programming -- Changing Conceptions of Literacy -- Key Terms -- Conclusion -- Activities -- Suggested Readings -- References -- Chapter 2: Theories and Perspectives of Literacy Learning and Family Literacy -- Social Perspectives of Literacy -- Social-Constructivist Perspective and Family Literacy -- Sociocognitive Perspective and Family Literacy -- Sociocultural Perspectives and Family Literacy -- Literacy as a Social Practice -- Multiliteracies -- Critical Literacy -- Ecological Systems Theory -- Emergent Literacy Theory -- Conclusion -- Activities -- Suggested Readings -- References -- Chapter 3: Early Literacy Development -- Reading Readiness and Emergent Literacy -- Supporting Oral Language and Literacy Development -- Additional Book Reading Benefits -- Print Development and Letter Knowledge -- Importance of Vocabulary Learning -- Play and Early Literacy -- Emergent Writing -- Early Literacy, School Transition, and Cultural Perspectives -- Conclusion -- Activities -- Suggested Readings -- References -- Chapter 4: Adult Education and Literacy -- The Need for Adult Education in Family Literacy -- Types of Adult Education in Family Literacy -- Adult Basic Education and Literacy -- Effective Adult Education Instruction -- High School Equivalency -- Language Instruction -- Case Study: Adult Education Instruction in Practice -- Adult Outcomes in Family Literacy -- Conclusion -- Activities -- Notes -- Suggested Readings -- References -- Part II: Family Literacy and Diversity -- Chapter 5: Family Literacy and Race, Ethnicity, and Culture -- Race, Ethnicity, and Culture.

"March 1989" ; At head of title: Library programs. ; Mode of access: Internet.

The need for financial literacy among Americans has become a national topic of interest. Economists, financial professionals, educators, and government officials recognize there is an overall deficit of financial knowledge. More specifically, higher education administrators have become increasingly concerned with ensuring that financial literacy tools are available to college students. Students of today face higher tuition and education-related costs, are less likely to receive grant funding to assist with their educational expenses, and are more likely to be in debt, carrying higher student debt loads than previous generations. Further, students lack the financial knowledge needed to make sound financial decisions. Hence, there is a need for effective financial literacy programs at post-secondary institutions. The purpose of this dissertation in practice (DIP) is to design a comprehensive financial literacy program model for students attending large diverse higher education institutions similar to the University of Central Florida. ; 2015-08-01 ; Ed.D. ; Education and Human Performance, Dean's Office EDUC ; Doctoral ; This record was generated from author submitted information.

This research is aimed at investigating the function of local wisdom as a supporting element to the implementation of the adult literacy program in Jember regency, East Java, Indonesia. Indonesia government have an adult literacy program to reduce the level of illiteracy, it called functional literacy. The level of illiteracy of Jember regency is statistically high and the people adhere strongly to the existed local wisdom. The study used a qualitative approach. The data was collected by using interview, observation, and documentation. From the research finding it was found that there were 14 local wisdoms that can be explored from Jember Regency. Local Wisdoms were used to teaching and learning material and facilitate learning trigger. There were 7 local wisdoms can be used as the teaching and learning material. The other 7 local wisdoms were used to facilitate learning trigger. The indicator of the local wisdom uses for supporting the learning process of functional literacy program is under the principle of the design principle and local context. Article DOI: https://dx.doi.org/10.20319/pijss.2018.42.13201336 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

The EOC was asked to review the Act 135 Parenting/Family Literacy Program. The purpose for the review is to: Provide information that the EIA and Improvement Mechanisms Subcommittee and the Education Oversight Committee can use in making programmatic and funding recommendations to the Department of Education and to the General Assembly for Fiscal Year 2004-05 for this EIA program; Document the funding, expenditure, and operations of the program since its inception; and Assess the effectiveness of the program based upon statutory requirements and upon education objectives of the State.

This paper describes the American School for the Deaf (ASD) Computer Literacy Program for its high school students. ASD's Computer Literacy course consists of units for key-punchers, operators, programmers, and analysts, each of which will be described in this paper. Each unit in the course also contains three types of objectives: knowledge, skill, and attitude. Knowledge is gained in the classroom. Skills are practiced and tested in the lab. Attitude objectives are designed to reduce frustration and anxiety, develop a spirit of helping and teamwork in problem solving, and encourage outside reading and learning about computers. These objectives are developed throughout the course.