- What process can adult educators follow to understand the content knowledge, analytical skills, and language demands of an instructional task?
- What does task analysis reveal about the demands of instructional tasks in relation to academic content standards and language use?
- Determine whether we are challenging students to produce the most rigorous, level-appropriate, standards-aligned activities;
- Identify roadblocks to students’ understanding; and
- Plan for scaffolding and supports to better meet our students’ needs.
- Understand the value of a task analysis process that examines what adult English Language Learners (ELLs) need to know and do around content knowledge, analytical skills, and language use to accomplish an instructional task; and.
- Use a task analysis process to analyze and reflect on instructional tasks for various levels and content areas.
- Download and print the module’s resources (which appear in the Resources tab beginning on slide 4) before you begin the training.
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- What are OER? A definition of the resource category.
- Why use OER? Highlights top benefits for administrators, educators and students, including reducing cost and increasing efficiency.
- Supporting educators with OER guides administrators on how to support educators in using OER.
- How to make OER work for you guides educators to try OER and adapt OER for their own use. This section also includes information on educator communities where teachers can learn and share advice with peers.
- LINCS Learning Portal points administrators and educators to related professional development resources.
- Most people in prison are eligible for, but are not provided with the resources for, a postsecondary education.
- Postsecondary education in prison increases employment and earnings for formerly incarcerated people.
- Postsecondary education in prison provides workers with skills that employers seek.
- Greater access to postsecondary education in prison is expected to reduce state prison spending.
- Meeting the needs of adult learners: an overview of the math skills gap in the United States, the need for high-quality adult education and training experiences, and how the Power in Numbers initiative has addressed these challenges.
- The opportunity in OER: an introduction to OER and its potential benefits for the classroom, including reducing cost and increasing efficiency.
- Making OER work for you: an outline of three actionable steps for educators to easily use and adapt OER for their specific needs.
- How to get started: a list of recommended OER resources, tips and best practices.
- Lessons learned: a real-life case study from Affordable Learning Georgia on how adopting OER saved textbook costs and increased success for its university students.
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Abstract:
This module focuses on the task analysis process in relation to content demands, thinking skills, and language use.
“Analyzing Student Tasks in Relation to Content Demands, Thinking Skills, and Language Use” is the second in a three-part series of professional development modules about the English Language Proficiency (ELP) Standards for Adult Education. This training is intended for instructors, instructional leaders, administrators, and professional development providers who are learning to use the new ELP standards.
Module Two introduces the first two steps in a task analysis process. The content of the training responds to the following questions:
Benefits and Uses
In order to successfully complete an instructional task (or activity), our English language learners (ELLs) must demonstrate certain content knowledge, analytical skills, and language use. In analyzing an instructional task, instructors determine what students need to know and be able to do with regard to these three components (or lens). Analyzing a task through these three lenses helps us to focus on all the various cognitive demands placed on students as they tackle an instructional task or project.
Task analysis helps us think more deeply about the structure and demands of an instructional task for ELLs—especially tasks we did not create ourselves. The task analysis process allows us to:
Required Training
Completion of Module One: Introduction to the English Language Proficiency Standards for Adult Education; an understanding of your state-adopted academic content standards.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
This First Look report from the National Center for Education Statistics provides selected key findings on adults' attainment of nondegree credentials (licenses, certifications, and postsecondary certificates), and their completion of work experience programs such as apprenticeships and internships.
This report presents data on adults’ training and education in the United States as of 2016. The report focuses on nondegree credentials and work experience programs. Nondegree credentials include two types of work credentials—certifications and licenses—and postsecondary educational certificates. Work experience programs include internships, co-ops, practicums, clerkships, externships, residencies, clinical experiences, apprenticeships, and similar programs. Characteristics of the adults who earn these credentials and complete these programs are also presented, including sex, race/ethnicity, age, level of education, labor force and employment status, earnings, job sector, and occupational field.
Readers are cautioned not to draw causal inferences based on the results presented. It is important to note that many of the variables examined in the report may be related to one another, and complex interactions and relationships among the variables have not been explored. The variables examined are just a few of the variables that can be examined in these data; they were selected to demonstrate the range of information available from the study. The release of the report is intended to encourage more in-depth analysis of the data using more sophisticated statistical methods.
This report (NCES 2017-103rev) is revised from an earlier version (NCES 2017-103) that was released in September 2017. This updated version corrects an error in the row header for occupational field in tables 1, 2, and 5 to specify that estimates are among adults who were ever employed. All estimates presented in the report remain unchanged.
The appendices include technical notes, glossary, and standard error tables.
Benefits and Uses
This report provides policymakers with information about the prevalence of nondegree work credentials, the type of work they are for, the perceptions of the usefulness of these credentials in the labor market, and the role of postsecondary education programs in preparing adults for these credentials. It also provides policymakers with information about the characteristics of participants in these programs. The descriptive statistics direct researchers toward potentially useful lines of inquiry.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
This report presents the results of a systematic examination of rigorous evaluation studies to determine what is known about the impact of career pathways on adults seeking to attain a living-wage career.
A limited but growing body of rigorous evaluation studies examines how career pathways influence student success. Based on experimental or quasi-experimental studies, this growing body of results shows that career pathway participants are employed and retained in employment at higher rates and attain higher wages and annual earnings than students with similar characteristics who enroll in training that does not use a career pathway approach. They also earn entry-level credentials and gain basic skills at higher rates than the comparison group. The results make a case for scaling career pathways to reach many more adult learners. Persuasive evidence shows that well-designed career pathways can improve academic, employment, and income outcomes for adults.
Descriptive Research
Simple Descriptive
What the experts say
This is a well-written and concise review of rigorous research in the adult education career pathway field. The findings and recommendations are positive, and in general, validate existing best practice knowledge/research about successful implementation of career pathway programming. Together they provide a big picture, systems change framework for adult education stakeholders in their pathways implementation and scaling considerations.
The authors provide a unique and simplified model for understanding career pathway outcomes. These outcomes are grouped into three categories: Pathway Entry, Integrated Training, and Career Progression. For each of the outcome areas, results are synthesized from career pathway studies into results linked to pathway implementation and results linked to impact on the participants. Adult educators will find these implementation and impact results enlightening as there are many positive results noted as well as some results that show null or negative impacts of career pathway implementation. Adult educators and policy makers will find the recommendations with regard to practice and policy useful as these recommendations are evidence-based and flow logically from the synthesis of multiple, credible career pathway studies/evaluations.
Although the study recommendations are practical and insightful, they lack embellishment with regard to a description or link to specific best practices (i.e., concrete examples) that could give the reader insight into actualizing the recommendations.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
This program development guide outlines a step-by-step process to create or sustain an adult citizenship education program and includes products and resources from U.S. Citizenship and Immigration Services (USCIS) for use at each stage of program development.
Adult citizenship education programs help lawful permanent residents who are eligible for naturalization improve their English language skills and learn about the history and government of the United States, skills and knowledge they need for successful naturalization. Many adult citizenship education programs also refer students to accredited representatives or recognized organizations for legal service or provide such assistance themselves. Equally important, though, is that high-quality adult citizenship education programs help newcomers adjust and successfully acclimate to life in the United States. This program development guide outlines a step-by-step process to create or sustain an adult citizenship education program and includes products and resources from U.S. Citizenship and Immigration Services (USCIS) for use at each stage of program development.
Benefits and Uses
Adult citizenship education programs help lawful permanent residents who are eligible for naturalization improve their English language skills and learn about the history and government of the United States, skills and knowledge they need for successful naturalization. Many adult citizenship education programs also refer students to accredited representatives or recognized organizations for legal service or provide such assistance themselves. Equally important, though, is that high-quality adult citizenship education programs help newcomers adjust and successfully acclimate to life in the United States. This program development guide outlines a step-by-step process to create or sustain an adult citizenship education program and includes products and resources from U.S. Citizenship and Immigration Services (USCIS) for use at each stage of program development.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
These resource sheets for administrators and educators are part of the Power in Numbers initiative funded by the Office of Career, Technical, and Adult Education (OCTAE). Power in Numbers aims to help adult students receive the higher-level math skills they need to succeed. This resource provides administrators and educators with an understanding of what open educational resources (OER) are, why they are useful and how to get started using them.
OER: Accessing high-quality learning resources, for free (for Administrators and Educators) is a resource designed for administrators and educators interested in exploring open educational resources (OER) for the adult classroom. The guide comprises four key components:
Benefits and Uses
This introductory resource is aimed at adult learning administrators and educators interested in exploring open educational resources (OER) for the adult classroom. The resource sheet includes actionable advice and recommended online resources for them to get started with OER.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
This report describes how lifting the current ban on awarding Pell Grants to incarcerated people would benefit workers, employers, and states.
This report describes how lifting the current ban on awarding Pell Grants to incarcerated people would benefit workers, employers, and states. Specifically, it analyzes the potential employment and earnings impact of postsecondary education programs in prison; identifies the millions of job openings annually that require the skills a person in prison could acquire through postsecondary education; and estimates the money states would save through lower recidivism rates these postsecondary education programs would yield. The research produced the following findings:
Descriptive Research
What the experts say
Investing in Futures makes a sound and compelling case for the reinstatement of Pell Grant support for men and women behind the walls of our prisons. The authors artfully link post-secondary education to recidivism, and outline the economic impact of opening this funding opportunity to those who are incarcerated. While the estimate of the percentage of inmates who will take advantage of this funding opportunity may be high, the impact nonetheless would be significant. The report provides sound data and research-based findings on the impact of higher education, not only on the offender's economic opportunities, but more importantly in the public mind, on society's economic and fiscal outcomes. It takes the debate narrative from one of emotion to facts and data.
On the downside, the authors do not address the practical difficulties that men and women face in actually registering and completing postsecondary programming in our prison systems and a look inside our correctional education system could yield insight into the outcomes that might result from Pell Grant support. There is little information that adult education administrators, educators, or support staff can utilize to inform practice. While it is clearly indicated that Pell Grants and accessibility to higher education provide long term benefits for incarcerated individuals, there is no information related to Adult Learners and how to move a potential student from an AE class to Postsecondary Education.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
This introductory guide for educators is part of the Power in Numbers initiative, funded by the Office of Career, Technical, and Adult Education (OCTAE). Power in Numbers aims to help adult learners receive the higher-level math skills they need to succeed. This guide provides educators with step-by-step instructions for identifying, reviewing and remixing high-quality OER.
Improving Math Instruction with Open Educational Resources is an introductory guide that provides step-by-step instructions for identifying, reviewing and remixing high-quality OER. This resource is aimed at adult learning educators interested in exploring open educational resources (OER) for the adult classroom. The insights are drawn from the experiences of educators who hail from 21 states and a variety of classroom types—including community colleges, community centers, correctional facilities and local education agencies. The guide is comprised of five sections:
Benefits and Uses
This introductory guide is aimed at adult learning educators and administrators interested in exploring open educational resources (OER) for the adult classroom. The guide includes a list of actionable tips and recommended online resources for educators getting started with OER. Educators and administrators can also present this guide when hosting OER meetups or discussions.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
This webinar recording defines and describes the Integrated Education and Training (IET) model and aligns it to the Illinois Integrated Career and Academic Preparation System (ICAPS). This webinar recording provides a deep dive into the various workforce training models. Although it is specific to Illinois program requirements, the two ICAPS models both align to WIOA requirements, and the webinar includes pertinent WIOA definitions that are applicable to all states. Benefits and Uses The resource helps to define the components of the Illinois ICAPS/IET (Integrated Career and Academic Preparation System/Integrated Education and Training) Model One and Model Two in Illinois. Although it is specific to Illinois program requirements, the two ICAPS models both align to WIOA requirements, and the webinar includes pertinent WIOA definitions that are applicable to all states. A PDF of the webinar slides is available to view and download. Resource Notice This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites. Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.Resource URL
Publication Year
2019