Literacy Nova Scotia

Nova Scotia Action Research Movement

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Nova Scotia Action Research Movement


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Research-in-Practice, Research Directories, Institute/University-based Research

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Canada

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Recommended References

  • Alamprese, J. (1990). Strengthening the knowledge base in adult literacy: The research imperative. In F. P. Chisman & Associates (Eds.), Leadership for literacy: The agenda for the 1990s, pp. 74-96. San Francisco: Jossey-Bass.
  • Argyris, C., Putnam, R., & Smith, D. (1987). Action Science. San Francisco: Jossey-Bass.
  • Arnove, R.F., & Graff, H.J. (1987). National literacy campaigns: Historical and comparative perspectives. New York: Plenum Press.
  • Beder, H. (1991). Adult literacy education: Issues for policy and practice. Malabar, FL: Krieger.
  • Bee, H. L. (2000). The journey of adulthood., 4th edition. Toronto: Macmillan Canada.
  • Belfiore, M., & Folinsbee, S. (2000). A collaborative committee process in the workplace. In P. Campbell & B. Burnaby (Eds.), Participatory practices in adult education, pp. 167-184. Mahwah, NJ: Lawrence Erlbaum Inc.
  • Belzer, A., & St. Clair, R. (2003). Opportunities and limits: An update on adult literacy education, (Information Series No. 391), Columbus, OH: ERIC.
  • Bradbury, H., & Reason, P. (Eds.).(2002). Handbook of action and research: Participative inquiry and practice. Thousand Oaks, CA: Sage.
  • Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
  • Brookfield, S. D. (1988). Developing critical thinkers. San Francisco: Jossey-Bass.Brookfield, S. D. (1990). The skillful teacher. San Francisco: Jossey-Bass.
  • Brookfield, S.D. (1991). Using critical incidents to explore learners’ assumptions. In J. Mezirow & Assoc. (Eds.), pp. 177- 193. Fostering critical reflection in adulthood, San Francisco: Jossey-Bass.
  • Burnaford, G., Fischer, J., & Hobson, D. (2001). Teachers doing research. (2nd ed.) Mahwah, NJ: Lawrence Erlbaum Associates.
  • Caffarella, R. S. (1994). Planning programs for adult learners. San Francisco: Jossey-Bass.
  • Cervero, R. (1988). Effective continuing education for professionals. San Francisco: Jossey-Bass.
  • Merriam, S.B. & Caffarella, R. S. (1999). Learning in Adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
  • Cervero, R. (1988). Effective continuing education for professionals. San Francisco: Jossey-Bass.
  • Cervero, R., Wilson, A., & Associates (Eds.). (2001). Power in practice: Adult education and the struggle for knowledge and power in society. San Francisco: Jossey-Bass.
  • Chrisman, F. P. & Associates (1990). Leadership for Literacy. San Francisco: Jossey-Bass.
  • Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. New York: Teacher College Press.
  • Collins, M. (1991). Adult education as vocation: A critical role for the adult educator. New York: Routledge.
  • Comings, J. P. (2003, September). Establishing an evidence-based adult education system. NCSALL occasional paper.
  • Covey, S. R. (1990). The seven habits of highly effective people. New York: Simon & Schuster.
  • Crowther, J., Hamilton, M., & Tett, L. (Eds.), (2001). Powerful literacies. Leicester, England: NIACE.
  • Dale, J. (1996). Beyond the spirit of the age. London: Quaker Home Service.
  • Darkenwald, G. G., & Merriam, S. B. (1982). Adult Education: Foundations of practice. New York: Harper & Row.
  • Davidson, H. (2001). Possibilities for participatory practice through prisoners’ own educational practices. In P. Campbell & B. Burnaby (Eds.), Participatory practices in adult education, pp. 237-266. Mahwah, NJ: Lawrence Erlbaum Assoc., Inc.
  • Demetrion, G. (2005). Conflicting paradigms in adult literacy education: In quest of a U.S. democratic politics of literacy. Mahwah, NJ: Lawrence Erlbaum Assoc. Publishers.
  • Draper, J. A. (1989). A historical view of literacy. In M. C. Taylor & J. A. Draper (Eds.), Adult literacy perspectives, pp. 71-80. Toronto: Culture Concepts.
  • Draper, J. A., & Carere, J. (1989). Selected chronology of adult education in Canada. Canadian Journal of the Study of Adult Education, 12(2), 44-76.
  • English, L. M., & Gillen, M. A. (2001). Promoting journal writing in adult education. New Directions for Adult and Continuing Education, no. 90. San Francisco: Jossey-Bass.
  • Ewing, G. (2003, Spring) The new literacies studies. Literacies (1), 15-19.
  • Fernandes, W., & Tandon, R. (1981). Participatory research and evaluation. New Delhi: Aruna Printing Press.
  • Fetterman, D. (1997). Case Studies of action research in various adult education settings. In B.A. Quigley & G. Kuhne, G. (Eds.). Creating practical knowledge through action research: Posing problems, solving problems, and improving daily practice, pp. 41-62. New Directions for Adult and Continuing Education, no. 73. San Francisco: Jossey-Bass.
  • Fingeret, A. (1983). Social network: A new perspective on independence and illiterate adults. Adult Education Quarterly, 33(3), 133-146.
  • Fingeret, H. A. (1989). The social and historical context of participatory literacy education. In H. A. Fingeret & P. Jurmo (Eds.), Participatory literacy education. New Directions for Continuing Education, no. 42. San Francisco: Jossey-Bass.
  • Fingeret, H., & Danin, S. (1991). "They really put a hurtin’ on my brain": Learning in literacy volunteers of New York. Durham, NC: Literacy South.
  • Fingeret, H., A., & Jurmo, P. (1989). Participatory literacy education. New Directions for Continuing Education, no. 42. San Francisco: Jossey-Bass.
  • Firestone, W. A. (1987). Meaning in method: The rhetoric of quantitative and qualitative research. Educational Researcher, 16(7), 16-21.
  • Foster, S. E. (1990). Upgrading the skills of literacy professionals: The profession matures. In F. P. Chisman & Associates (Eds.), Leadership for literacy: The agenda for the 1990s, pp. 73-94. San Francisco: Jossey-Bass.
  • Freire, P. (1973). Pedagogy of the oppressed. New York: Seabury Press.
  • Gage, N. L. (1989). The paradigm wars and their aftermath. Educational Researcher, 18(7), 4-10.
  • Galbraith, M., & Zelenak, B. (1989). The education of adult and continuing education practitioners. In S. Merriam & P. Cunningham (Eds.). Handbook of adult and continuing education, (pp. 124-167). San Francisco: Jossey-Bass.
  • Gilley, J. W., & Galbraith, M. W. (1992). Commonalities and characteristics of professional certification: Implications for adult education. Lifelong learning: An Omnibus of Practice and Research, 12(1), 11-14, 17.
  • Guba, E. G., & Lincoln, Y. S. (1988). Effective evaluation. San Francisco: Jossey-Bass.
  • Hooks, b. (1994). Teaching to transgress. New York: Routledge.
  • Horsman, J. (2000). "Why would they listen to me?" Reflections on learner leadership activities. In P. Campbell & B. Burnaby (Eds.), Participatory practices in adult education, pp. 77-102. Mahwah, NJ: Lawrence Erlbaum Inc.
  • Horsman, J. (1999). Too scared to learn: Women, violence and education. Toronto: McGilligan Books.
  • Hurston, Z.N. (1984). Dust tracks on a road. Chicago: University of Illinois Press.
  • James, W. B. (1992). Professional certification is not needed in adult and continuing education. In M. Galbraith & B. Sisco (Eds.), Confronting controversies in challenging times: A call for action (pp. 125-131). New Directions for Adult and Continuing Education, no. 54. San Francisco: Jossey-Bass.
  • Jarvis, P. (1999). The practitioner-researcher: Developing theory from practice. San Francisco: Jossey-Bass.
  • Jurmo, P. (1989). The case for participatory literacy education. In H.A. Fingeret & P. Jurmo (Eds.), Participatory literacy education, pp. 17-28. New Directions for Adult and Continuing Education, no. 42. San Francisco: Jossey-Bass.
  • Jurmo, P. (1989). Instruction and management: Where participation theory is put into practice. In A. Fingeret & P. Jurmo (Eds.), Participatory literacy education, pp. 29-34. New Directions for Adult and Continuing Education, no. 42. San Francisco: Jossey-Bass.
  • Kemmis, S. (1990). Improving education through action research. In O. Zuber-Skerritt (Ed.), Action research for change and development, (pp. 79-100). Brisbane, Australia: Centre for Advancement and Teaching.
  • Kemmis, S., & McTaggart, R. (1984). The action research planner (3rd Ed.). Geelong, Australia: Deakin University Press.
  • Koloski, J. A. (1989). Enhancing the field’s image through professionalism and practice. In B. A. Quigley (Ed.), In Fulfilling the promise of adult and continuing education (pp. 71-78). New Directions for Adult and Continuing Education, no. 54. San Francisco: Jossey-Bass.
  • Lytle, S., & Lochram-Smith, M. (1990). Learning from teacher research: A working typology. Teachers College Record, 92(1), pp. 83-103.
  • Merriam, S. B. (1991). How research produces knowledge. In J. M. Peters & P. Jarvis (Eds.), Adult Education: Evolution and achievements in a developing field of study (pp. 42-65). San Francisco: Jossey-Bass.
  • Merriam, S. B., & Simpson, E. L. (2000). A guide to research for educators and trainers of adults, 2nd edition (updated). San Francisco: Jossey-Bass.
  • Merrifield, J. (1998). Contested Ground: Performance Accountability in Adult Basic Education (NCSALL Reports #1). Harvard University Graduate School of Education: National Centre for the Study of Adult Learning and Literacy (NCSALL).
  • Niks, M., Allen, D., Davies, P., McRae, D., & Nonesuch, K. (2003). Dancing in the dark: How do adults with little formal education learn? BC: Malaspina University-College
  • Norton, M. (2001). Getting our own education: Peer tutoring and participatory education in an adult literacy centre. In P. Campbell & B. Burnaby (Eds.), Participatory practices in adult education, pp. 103-122. Mahwah, NJ: Lawrence Erlbaum Inc.
  • Norton, M., & Malicky, G. (2000). Learning about participatory approaches in adult literacy education. Six research in practice studies. Edmonton, Alberta: Learning at the Centre Press.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park, CA: Sage.
  • Peters, J. M., & Jarvis, P. (1991). Adult education: Evolution and achievements in a developing field of study. San Francisco: Jossey-Bass.
  • Quigley, B.A. (2005). Literacy. In L.M. English (Ed.), The International encyclopaedia of adult education, pp. 381-387). New York: Palgrave Macmillan
  • Quigley, B. A. (2001). Living in the feudalism of adult literacy and basic education: Can we negotiate a literacy democracy? In C. Hansman & P. Sissel (Eds.), Understanding and negotiating the political landscape of adult education, pp. 55-62. New Direction in Adult & Continuing Education, no. 91. San Francisco: Jossey-Bass.
  • Quigley, B. A. (1999). Naming our world, claiming our knowledge: Research-in-practice in adult literacy programs. Alberta Journal of Educational Research, 49(3), 253-262.
  • Quigley, B. A. (1997). Rethinking adult education: The critical need for practice-based change. San Francisco: Jossey-Bass.
  • Quigley, B. A., & Kuhne, G. (Eds.). (1997). Creating practical knowledge through action research: Posing problems, solving problems, and improving daily practice. New Directions for Adult and Continuing Education, no. 73. San Francisco: Jossey-bass.
  • Quigley, B. A., & Norton, M. (2002). It simply makes us better: Learning from literacy research in practice networks in the UK, Australia and the United States. Edmonton, AB: The Learning Centre.
  • Quigley, B. A., & Uhland, R. (2000). Retaining adult learners in the first three critical weeks: A Quasi-experimental model for ABLE programs. Adult Basic Education, 10(2), 55-68.
  • Quigley, B. A., & Watkins, K. E. (2001). Poking and prying with purpose. Adult Learning, 11(3), 3-5.
  • Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research. Thousand Oaks, CA: Sage.
  • Reder, S. M., & Green, K. R. (1985). Giving literacy away, Portland, Oregon: Literacy and language program, Northwest Regional Laboratory.
  • Selman, G., Selman, M., Cooke, M., & Dampier, P. (1998). The foundations of adult education in Canada, 2nd ed. Toronto: Thompson Educational Publishing, Inc.
  • Smith, C., & Hofner, J. (2002). Pathways to change: A summary of the findings from NCSALL’s staff development study. Focus on Basics, 5 (D), 1, 3-7.
  • Sork, T., & Welock, B. A. (1992). Adult education needs a code of ethics. In M. W. Galbraith & B. R. Sisco (Eds.), Confronting controversies in challenging times: A call for action. (pp. 115-122). New Directions for Adult and Continuing Education, No. 54 San Francisco: Jossey-Bass.
  • Thomas, A. M., Taylor, M. C., & Gaskin, C. (Eds.). Federal legislation and adult basic education in Canada. In Adult literacy perspectives, pp. 41-56. Toronto: Culture Concepts.
  • Welton, M. R. (2001). Little Mosie from the Margaree: A biography of Moses Michael Coady. Toronto: Thompson Education Publishing, Inc.
  • Wlodlowski, R. (1999). Enhancing adult motivation to learn. San Francisco: Jossey-Bass.
  • Zeichner, K. (2001). Educational action research. In P. Reason & H. Bradbury (Eds.), Handbook of action research: Participative inquiry and practice, pp. 273-283. Thousand Oaks, CA: Sage.

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